Experiencing Reggio Emilia

Implications for preschool

provision

Edited by
Lesley Abbott and Cathy Nutbrown

Open University Press

Buckingham • Philadelphia
Open University Press
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First Published 2001

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A catalogue record of this book is available from the British Library

ISBN 0 335 20703 0 (pb) 0 335 20704 9 (hb)

Library of Congress Cataloging-in-Publication Data

Experiencing Reggio Emilia : implications for pre-school provision / edited by
Lesley Abbott and Cathy Nutbrown.
p. cm.
Includes bibliographical references and index.
ISBN 0-335-20704-9 – ISBN 0-335-20703-0 (pbk.)
1. Education, Preschool–Italy–Reggio Emilia. 2. Early childhood
education–Italy–Reggio Emilia. 3. School management and organization–
Italy–Reggio Emilia. I. Abbott, Lesley, 1945– II. Nutbrown, Cathy.
LB1140.25.I8 E96 2001
372.21’0945’43–dc21 00-050495

Typeset by Graphicraft Limited, Hong Kong

Printed in Great Britain by St Edmundsbury Press Ltd,
Bury St Edmunds, Suffolk
 Contents

Notes on contributors ix
Acknowledgements xiii
Introduction: ‘Narratives of the possible’ xv

1 Experiencing Reggio Emilia 1

Cathy Nutbrown and Lesley Abbott
2 Perceptions of play – a question of priorities? 8
Lesley Abbott
3 Listening and learning 21
Wendy Scott
4 Quality and the role of the pedagogista 30
Cynthia Knight
5 Sunniva’s extra pocket – a parent’s reflections 38
Caroline Hunter
6 Sam’s invisible extra gear – a parent’s view 43
Jenny Leask
7 Special needs or special rights? 48
Sylvia Philips
8 A question of inclusion 62
Angela Nurse
9 Creating places for living and learning 72
John Bishop
viii Contents

10 ‘She’s back!’ The impact of my visit to Reggio Emilia

on a group of 3- and 4-year-olds 80
Christine Parker
11 Journeying above the ‘sea of fog’: reflections on personal
professional development inspired by Reggio 93
Robin Duckett
12 A journey into reality 106
Kath Hirst
13 Creating a palette of opportunities: situations for
learning in the early years 112
Cathy Nutbrown
14 The otherness of Reggio 125
Peter Moss
15 Questions and challenges – continuing the dialogue 138
Lesley Abbott and Cathy Nutbrown

Glossary 147
Index 149
 Notes on contributors

Lesley Abbott is Professor of Early Childhood Education at the Man-

chester Metropolitan University and head of the Early Years Centre.
She was a member of the Committee of Inquiry into the education of
3–4-year-olds, the RSA Early Learning Enquiry and most recently the
Government Review of Preschools and Playgroups. She has a particular
interest in the role of play in early childhood in multiprofessional train-
ing for the early years. She has co-edited a book on early childhood for
the Millennium – Early Education Transformed with Helen Moylett (1999).
Other publications include: with Rosemary Rodger, Quality Education in
the Early Years (Open University Press, 1994); with Helen Moylett, Early
Interactions: Working with the Under-Threes (Open University Press, 1997);
and with Gillian Pugh, Training to Work in the Early Years: Developing the
Climbing Frame (Open University Press, 1998). Video and training materials
produced by the Early Years Centre include Firm Foundations (1996) and
Shaping the Future: Working with the Under-Threes (2000).
John Bishop is Lecturer in Architecture at the Manchester Metro-
politan University and Education Officer at the Centre for the Under-
standing of the Built Environment (CUBE) in Manchester. He is the
founder of the educational charity PLACE which works with children,
parents and teachers to promote knowledge and understanding of the
built environment.
Robin Duckett was involved in the development of crèche provision in
the 1980s. Between 1985–95 he was a nursery teacher in an local educa-
tion authority nursery school. His particular interests are in the develop-
ment of the outdoor environment, in family centres and in provision for
the under-3s. His innovative work in the Sightlines Initiative has been
x Notes on contributors

instrumental in introducing many people to the philosophy and practice

of Reggio Emilia. He was responsible for the visit to the UK of the Reggio
exhibition in 1997 and organized the study tour from which this book
has emerged.
Kath Hirst is an early years researcher at the University of Sheffield.
She has considerable experience in both teaching young children and
in-service training for teachers, nursery nurses and under-5s workers.
She is committed to working with parents both in school and in the
community. Her research includes home–school links, working with
parents and early literacy with bilingual families.
Caroline Hunter was born in Columbia, educated in Scotland, trained
as a teacher in London and taught in Greece and the USA. Since 1980
she has lived in Reggio Emilia where she has taught English as a foreign
language and set up a language services agency. She is now a freelance
translator and interpreter working for Reggio children. She is parent of
a teenager and toddler, both of whom have been educated in Reggio
schools.
Cynthia Knight is currently an Early Years Adviser for Birmingham
City Council. She has extensive experience in nursery and infant schools
as a teacher, deputy head and head teacher. She has written and pub-
lished papers on early years and school management issues, and has
been involved in classroom-based action research.
Jenny Leask was born in Carshalton, Surrey, UK. She has had a number
of interesting jobs ranging from civil servant to ships cook. She spent 12
years in Bristol and London as a teacher in special education and moved
to Reggio Emilia in 1991. She now teaches English as a foreign language
to students from 5 to 60 and works as a translator for Reggio children.
Her son is being educated in a Reggio preschool.
Peter Moss is a researcher at the Thomas Coram Research Unit,
with particular interest in services for children and their relationship to
understandings of childhood. He is also Professor of Early Childhood
Provision and was coordinator of the European Community Childcare
Network. He has visited Reggio on a number of occasions. His recent
publication, Beyond Quality in Early Childhood Education and Care: Postmodern
Perspectives (1999) with Gunilla Dahlberg and Alan Pence, draws on his
experience and understanding of the Reggio philosophy and approach.
Angela Nurse is Director of the Early Childhood Studies programme
at Canterbury Christ Church University College. Much of her teaching
has been with very young children with special needs, mainly in Inner
London and Kent. Before joining the staff of the College, she worked in
an advisory capacity with teachers, parents and colleagues in the other
 Notes on contributors xi

statutory services and the private and voluntary sectors. She is a Regis-
tered Nursery Inspector and Chair of the governing body of her local
school, which includes children with physical impairments.
Cathy Nutbrown is a lecturer in Early Childhood Education at the
University of Sheffield, where she directs an MA course in Early Child-
hood Education. She has considerable experience of teaching young
children and working with parents, teachers, nursery nurses and other
early childhood educators in a range of group care and education settings.
Her research interests include: children’s early learning; early assessment;
children’s rights; work with parents; and early literacy. Her many pub-
lications include: Respectful Educators, Capable Learners: Children’s Rights
in Early Education (1996); Recognising Early Literacy Development: Assessing
Children’s Achievements (1997); and Threads of Thinking: Young Children
Learning and the Role of Early Education (2nd edn, 1999).
Christine Parker is head of a nursery school in Peterborough. She
has extensive experience in working with children for whom English is
an additional language. She has travelled widely and worked in Pakistan
where many of the photographs, which she uses with children, were
taken. She is a talented artist and is particularly interested in this aspect
of the work of the Reggio schools. She has recently published materials
for use with second language learners.
Sylvia Philips is head of the Special Educational Needs Centre at
the Manchester Metropolitan University and of Continuing Professional
Development. She leads a European-funded project based in Milan and
therefore has wide experience of the provision for children with special
needs in Italy. She has published widely in this field and is a member of
national committees and development groups.
Wendy Scott is Chief Executive of the British Association for Early
Childhood Education. She has had extensive experience as an early
years teacher and head teacher, as a tutor on teacher training courses, as
an education consultant and as a local authority and Ofsted inspector.
She teaches on a wide range of in-service courses for heads, teachers
and governors and is an assessor and examiner on nursery nurse and
teaching courses. She is co-writer and editor for the Early Years Cur-
riculum Group and edited a paper on early education and care in five
European Cities (1996) for the European Commission. She was National
Chair of the British Association for Early Childhood Education from
1995–8 and has been Vice Chair of the Early Childhood Education
Forum since 1997.
 Introduction: ‘Narratives of
the possible’

Lesley Abbott and Cathy Nutbrown

‘The Hundred Languages of Children’ exhibition will be, for many, the
nearest they get to experiencing the provision of Reggio Emilia. Though
the documentation which supports the exhibition is extremely helpful
in explaining the process of teaching and learning in which children and
their educators engage, there is no substitute for observing the settings
and the town for oneself, and for face-to-face dialogue with the people
who work within the Reggio system. In April 1999, over 100 early child-
hood educators from the UK visited Reggio Emilia. The study tour
included: visits to infant–toddler centres and preschools; lectures from
leading educationalists in Reggio; workshops run by Reggio staff; and
the opportunity to talk with some staff and parents.
This book is not an account of the first UK study tour experience, but
an attempt to consider the pedagogic and philosophical implications of
the Reggio approach for early childhood education and care in various
parts of the UK. We have compiled this collection in order to contribute
to the development of understanding something of the Reggio approach
for those working in the UK. As such, it adds to the growing literature
written about the Reggio Emilia experience (Edwards et al. 1993; Gura
1997; Johnson 1999) as well as that written by those who work within
the Reggio Emilia system.
The contributors to this book include people with a variety of experi-
ences and many different professional roles, including: local authority
advisory services, architecture, art education, children’s rights, inspection,
nursery teaching, play, research, special educational needs and training.
The diversity of contributions is reflected in the style of the individual
chapters which represent these varied experiences and perspectives. What
all the chapters have in common is the fact that they derive from a
xvi Introduction

shared opportunity to observe and explore the theory and practice of early
education in Reggio Emilia. Various themes occur and recur throughout
the book and we have taken care not to edit out all repetition because
the experiences described are key to the perspectives of individual chap-
ters. So, in some chapters themes overlap as authors explore some signific-
ant experiences. Reggio educators refuse to be bound by categories that
compartmentalize learning and thinking, and similarly the contributors
to this book have not confined their reflections to narrow foci, but have
drawn on what they saw and felt to construct their own interpretation
of Reggio Emilia practice. The structure of this book echoes that ethos of
the continuity of experience which is so much part of the Reggio Emilia
approach to work with children. We have resisted the usual temptation
to ‘tidy’ the chapters into specific themes; instead the chapters flow, one
from another, and we hope unfold some of the questions and excitements,
some ‘narratives of the possible’, which were experienced as a result of
studying the work for and with young children in Reggio Emilia.

References

Edwards, C., Gandini, L. and Forman, G. (eds) (1993) The Hundred Languages of
Children – The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ:
Ablex.
Gura, P. (1997) (ed.) Reflections on Early Education and Care. London: British
Association for Early Childhood Education.
Johnson, R. (1999) Colonialism and cargo cults in early childhood education:
Does Reggio Emilia really exist? Contemporary Issues in Early Childhood, 1(1).
 Experiencing Reggio Emilia 1

1 Experiencing Reggio Emilia

Cathy Nutbrown and Lesley Abbott

What’s so special about Reggio Emilia?

Reggio Emilia is a small and historic town in Northern Italy where the
Italian tricolour was ‘born’ on 7 January 1779. During the last quarter of
the twentieth century Reggio Emilia became internationally renowned for
its provision for young children under 6. It has been a focus of growing
interest, attracting visitors from around the globe. The seemingly unique
approach to provision, where children from infancy to 6 years of age can
learn in community with others, has stimulated much international interest.
Presently there are 13 infant–toddler centres catering for children from
infancy to 3 years and 21 preschools which offer early education to almost
all the town’s 3–6-year-olds. The approach to teaching, learning and cur-
riculum is explained in ‘The Hundred Languages of Children’ exhibition
which first came to England in 1997 and toured the UK during 2000.
The experience of Reggio Emilia, in providing challenges to accepted
approaches to early childhood education in many countries, is widely
acknowledged. Since 1963, when the municipality of Reggio Emilia
began setting up its own network of educational services for children
from birth to 6 years, the ‘Reggio approach’ has gained worldwide recog-
nition. Numerous visitors have been impressed by the respect given to
the potential of children, the organization and quality of centre and
preschool environments, the promotion of collegiality and the ethos of
co-participation with families in the educational project.
The Reggio Emilia approach to the education of its young children has
grown out of the experience of earlier generations. It has evolved from a
resolution to provide something different for future generations, from the
growth of the Women’s Movement and their desire to make something
2 Cathy Nutbrown and Lesley Abbott

better for their children. Reggio children of the early twenty-first cen-
tury are, it seems, inheriting a preschool experience which was con-
ceived when history pointed their grandparents to a different path, and
the cornerstones of community and citizenship in the town became the
central pillars of the now famously celebrated Reggio Emilia approach to
the education of its youngest citizens. These features of community and
citizenship in early education prompt Cathy Nutbrown to ask (in Chap-
ter 13) what children in the early twenty-first century might need from
their early planned preschool experiences in order to lead full and satis-
fying lives as world citizens.
Experiencing Reggio Emilia’s provision for young children offers won-
derful practical ideas: for example, drawing on acetate over light-boxes,
using photographic slides in play, reproposing children’s language and
drawings, and working in groups on projects sustained over time. How-
ever, these are simply (simply!) all practical realizations of other more
profound theories about children and their learning, of views of children
as strong, powerful, competent learners with the right to an environment
which is integral to the learning experience. These deeply held beliefs
make one ask questions, require deep thought, inner interrogation about
what we think, what we believe, and how those thoughts and beliefs are
manifest in our work with and for young children. That quality, that
capacity to provoke, is perhaps one of the greatest and lasting legacies of
any personal encounter with the Reggio Emilia experience.

What do Reggio Emilia preschools look like?

It is indisputable that schools should have the right to their own environment,
their architecture, their own conceptualization and utilization of spaces, forms,
and functions.
(Malaguzzi 1996: 40)

Distinctive in all Reggio infant–toddler centres and preschools is the

piazza: the central meeting place where children from all around the
school share their play and conversations together. The tetrahedron with
the mirrored interior is often to be found there, with children sitting or
standing inside it with their friends, looking at themselves, and many
versions of themselves, from all angles. Mirrors proliferate in all the
centres in keeping with the central philosophy of ‘seeing oneself’ and of
constructing one’s own identity. Another distinctive feature of the Reggio
preschools is the atelier, the art studio, where children work with the
atelierista – the experienced and qualified artist who is a member of
the staff. The schools are light as a result of the large glass windows
from floor to ceiling, and the light, white walls. Colour in the preschool
 Experiencing Reggio Emilia 3

environments is usually the result of children’s work hanging from walls

and ceilings. Further descriptions of what is to be found in the centres
and preschools are scattered throughout this book with several pen
pictures of the various environments for learning in the Reggio schools
and centres. But perhaps Jenny Leask’s impressions (in Chapter 6) of the
infant–toddler centre attended by her son is the most vivid portrayal of
how the centres look through the eyes of a parent.
Some of the schools are specially built, others have been built for
other purposes and later converted for use as a school. Caroline Hunter
(in Chapter 5) describes the preschool her daughter attended and the
importance of the building in which the children spend their time. Some-
thing of the approach to the integral thinking of the architecture of
each building with educational practice is discussed by John Bishop in
Chapter 9.
Many of the walls of all the centres and preschools are hung with
documentation panels tracing the development of various projects under-
taken by different groups of children throughout the schools’ history. In
one school some brightly painted clay masks surrounded a doorway,
accompanied by documentation panels which explained the inception
and development of the project to make the masks. The work had been
done by a group of children who had long since left the school but
it remained in the Reggio preschool as a contribution to the learning
community; part of the legacy of learning which fills the environment
presently being used by the children who now attend the school. The
total environment is important in the Reggio system, for as Malaguzzi,
founder of the Reggio approach to preschool education, wrote:
. . . we consider the environment to be an essential constituent ele-
ment of any theoretical or political research in education. We hold
to be equally valuable the rationality of the environment, its capa-
city for harmonious coexistence, and its highly important forms and
functions. Moreover, we place enormous value on the role of the
environment as a motivating and animating force in creating spaces
for relations, options, and emotional and cognitive situations that
produce a sense of well-being and security.
It has been said that the environment should act as a kind of
aquarium which reflects the ideas, ethics, attitudes and culture of
the people who live in it.
(Malaguzzi 1996: 40)

Who are the Reggio educators?

It is easy to generate the view that the educators of Reggio Emilia are
unique people; those we met were articulate and confident men and
4 Cathy Nutbrown and Lesley Abbott

women who held the shared view of children as competent capable

learners, central to their work. Vea Vecchi, an experienced atelierista
described what underpinned her work with children in an interview in
1998: ‘Children have a very basic need to communicate. Their entire
day is spent trying to communicate with each other. It isn’t always
easy. Sometimes they’re misunderstood. Misunderstanding can arise not
only through a child’s choice of words, but also through the listener’s
expectations of the child’ (Gedin 1998: 23). She continued: ‘Bringing up
children is a social phenomenon. You can’t build a good school without
the community, without the society. Furthermore, all the different parts
of society – the political, the social and the economic – must look at
children in the same way, otherwise it’s impossible to do a good job in
our schools’ (p. 25).
During our study tour, we were privileged to meet Vea Vecchi at the
Diana School. Her passion for, and deep knowledge of, children and
their learning was inspirational. She spent time explaining her work
and her processes of documenting children’s projects to us, and as she
spoke a young woman, newly appointed to work in the school, listened
attentively to her every word. This was part of the new educatore’s pro-
fessional development – she was learning about her role alongside an
experienced, passionate and committed woman who was firmly grounded
in her thinking about children and unshakable in her respect for them.
It was as if Vea Vecchi was helping this young woman, a novice to Reggio
Emilia preschools, to see children through Reggio eyes, teaching her to
‘listen’ to the various languages children were using to communicate.
As well as its commitment to developing deep, deep insight of chil-
dren by ‘listening’ to them, there are two other striking characteristics of
the Reggio approach which make its adults somewhat specially situated
to work as they do: time and cooperative working.

Time
Time to discuss children and their projects is an integral element of the
professional role and development of all who work with children in
Reggio Emilia centres and preschools. By this means, it seems that the
educatore and ateliariste are ‘grown’ in the Reggio experience, and in turn
further develop the work which centres around the essential view of
children as expressed by Malaguzzi, who said:

Our image of children no longer considers them as isolated and

egocentric, does not only see them as engaged in action with objects,
does not emphasise only the cognitive aspects, does not belittle
feelings or what is not logical and does not consider with ambiguity
the role of the reflective domain. Instead our image of the child is
 Experiencing Reggio Emilia 5

rich in potential, strong, powerful, competent and most of all con-

nected to adults and children.
(Malaguzzi 1997: 117, emphasis added)
The educators in Reggio schools and centres spend 6 of their 36 work-
ing hours every week without children. This time they spend participat-
ing in professional development, planning, preparation and meetings
with families – such is the importance given to this spectrum of activity
– and in these ways they stay connected in their thinking and their
approach to being with and working with children and their families.
They give children time too – extended periods of time to discuss ideas,
develop their cooperative projects, research ways of doing things, try
things out, revisit drawings and comments previously made. ‘The
Hundred Languages of Children’ exhibition portrays the processes and
outcomes of some of these projects, and it too needs to be given time to
fully explore the journey of thinking portrayed in the carefully prepared
panels of work and documentation. Christine Parker (in Chapter 10)
develops the theme of revisiting – or reproposing – children’s language
and drawings to them over time, describing the effect on her thinking
and practice of allowing children time to reflect and transform their
words and images should they so wish. Time is an essential ingredient
in understanding the work of Reggio Emilia’s preschool education –
time to read, reflect, think, discuss. In compiling this collection we
have benefited, along with the many contributors to this book, from the
opportunity to read, think, rethink, reflect, repropose and discuss our
images and responses to visiting the work of Reggio Emilia. This experi-
ence serves to emphasize, yet again, the importance of time for profes-
sional dialogue and development for all who work in early childhood
education and care. We could ask what early education in the UK would
look like if everyone who worked with young children spent six daytime
hours of their designated working week on professional development,
planning, preparation and spending time in meeting with families either
individually or in groups. Perhaps the foundation stage will be fully
realized when those who are charged with the responsibility of making
it work for children are required to spend some of their working day
really thinking together about the children.

Cooperative working
Cooperative working is the other significant characteristic of Reggio educa-
tion and care. Teachers always work in pairs, each pair of co-teachers
being responsible (in the preschools) for a group of children (Valentine
1999: 3). This cooperative structure of staffing seems to be a realization
of the values of the Reggio approach as much as a practical solution to
6 Cathy Nutbrown and Lesley Abbott

how to work with a group of young children. Co-teaching is a value

born out in practice, not simply a way of managing a preschool setting.
Working together, indeed, being together, is deeply rooted in everything
that is Reggio: children and parents; children, educatore and ateliariste;
children and children; kitchen staff and children; kitchen staff and
educatore. During the study tour, staff from the kitchen were observed
helping children to water the plants and discussing ‘Who is here today?’,
so that they knew how many places to set for the lunchtime tables.
Significantly it was the question ‘Who is here today?’ not ‘How many
places do we need?’ that was asked first, for the members of this learning
community (adults and children) were the only reason for needing to
know how many places should be set. These overheard conversations
were animated, staff and children engaged and at one, because adults
were committed to ‘listening’ to the children. All the adults involved in
Reggio preschools and centres seem to work within and live out the
same belief in children as ‘strong, powerful and competent’ members of
their community of living and learning together.
The community of educators represented in this book have been
brought together by their common concern to learn more about children
and their learning and to communicate something of their own learning
to others. Our experiences are varied, and the paths we have trodden
are different. We think differently and, as the chapters illustrate, have
seen Reggio Emilia differently. But it is safe to say that we all share the
challenge to consider the questions posed to us by the director of Reggio
preschools, Carlina Rinaldi (1999). When she addressed us all in Reggio
Emilia, she asked:

• What do we hope for children?

• What do we expect from children?
• What is the relationship between school and research?
• What is the relationship between school and education?
• What is the relationship between school, family and society?
• What is the relationship between school and life?
• Is school a preparation for, or part of, life?

These questions lie at the heart of this book, and are embedded in the
reflections of the contributors. In writing this book we have interrogated
our own thinking, offered some glimpses into the centres and preschools
of Reggio Emilia, and some early childhood settings in the UK. Con-
tributors have considered the environments for learning which should
be the right of all children, and what might be, given vision and deep,
deep understanding and respect for children. In her introduction to the
exhibition ‘The Hundred Languages of Children’ in 1996, the mayor of
Reggio Emilia, Antonella Spaggiari, said:
 Experiencing Reggio Emilia 7

Here on the threshold of the twenty-first century, we have an enorm-

ous challenge ahead of us in Europe and worldwide: the challenge
of providing high quality educational services for young children.
The results will be decisive for the future of humankind and for
children’s right to happiness. My hope is that this challenge will be
effectively confronted by many countries and governments through-
out the world.
(Spaggiari 1996: ix)
This is indeed the international challenge for politicians, policymakers,
researchers, educators, economists and parents – indeed it can be seen as
the responsibility of all adult citizens. The message contained within this
book is that there is something to learn by looking elsewhere. Looking
at Reggio, experiencing Reggio Emilia, has enabled those who have con-
tributed to this book to learn something more and to think again about
the implications our learning might hold for early childhood education
and care throughout the regions of the UK.

References

Gedin, M. (1998) It’s just as much about listening . . . an interview with Vea
Vecchi, Modern childhood: Discovering the Inquisitive Child Stockholm, 6: 23–5.
Malaguzzi, L. (1996) The right to environment, in T. Filippini and V. Vecchi (eds)
The Hundred Languages of Children: The Exhibit. Reggio Emilia: Reggio Children.
Malaguzzi, L. quoted in Penn, H. (1997) Comparing Nurseries: Staff and Children in
Italy, Spain and the UK. London: Paul Chapman Publishing.
Rinaldi, C. (1999) The image of the child. Lecture given at the UK Study Tour,
Reggio Emilia, April 1999.
Spaggiari, A. (1996) A challenge for the future, in T. Filippini and V. Vecchi (eds)
The Hundred Languages of Children: The Exhibit. Reggio Emilia: Reggio Children.
Valentine, M. (1999) The Reggio Emilia Approach to Early Years Education. Dundee:
Scottish Consultative Council on the Curriculum.