Reggio Emilia

Early Childhood Education Journal, Vol. 29, No. 2, Winter 2001 ( 2001)

Examining the Reggio Emilia Approach to Early Childhood Education
Valarie Mercilliott Hewett1,2,3

Reggio Emilia, a prosperous region in Northern Italy, is the site of one of the most innovative, high-quality city-run infant-toddler and pre-primary systems in the world. The Reggio Emilia Approach to early childhood education draws from the ideas of many great thinkers, yet it is much more than an eclectic mix of theories. With that in mind, the following points concerning the learner, the instructor, and knowledge serve to guide the Reggio Emilia Approach to educating young children: the learner possesses rights, is an active constructor of knowledge, and is a social being; the instructor is a collaborator and co-learner along with the child, a guide and facilitator, and a researcher; and knowledge is viewed as being socially constructed, encompassing multiple forms of knowing, and comprised of meaningful wholes.
KEY WORDS: curriculum; early childhood education; Italy; Reggio Emilia.

INTRODUCTION Reggio Emilia, a prosperous region in Northern Italy, is the site of one of the most innovative, high-quality, city-run infant-toddler and pre-primary systems in the world (Edwards, Gandini, & Forman, 1993; New, 1990). Italy’s nationwide dedication to the welfare and development of its children is evidenced by a 1968 national law instituting funding of public preschools for all children ages three to six years (Gandini, 1993; New, 1990; Walsh & Albrecht, 1996). Since the end of World War II, however, well before the establishment of this national law, the city of Reggio Emilia has been developing an educational system for young children through the collaborative efforts of parents, teachers, and the general community, under the guiding influence of Loris Malaguzzi (Gandini, 1994; Malaguzzi, 1993b; New, 1990).

1

Doctoral student, Department of Curriculum and Instruction, College of

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