Sustaining curiosity: Reggio-Emilia inspired learning

ABSTRACT

In many contexts, early educators are pressured to adopt narrow, skill-based curricular approaches and accompanying standards and measures of accountability. Alternatively, other educators infuse holistic learning and development through the play and guided inquiry of young children. For decades, passionate educators and caregivers have studied and implemented the Reggio Emilia approach, articulated by Loris Malaguzzi and ‘inspiring’ practices across the globe. This manuscript seeks to narrow the schism between quests for accountability and standardized notions of rigour in developmentally robust early childhood settings where educators build on the curiosity, agency, and creativity of young children. In particular, it explores the historical context and rationale of the Reggio Emilia approach, spotlights the thinking of and influences on Malaguzzi, and outlines how the focus on the agency and inclusion of all children and the documentation by and intentionality of adults contributes to the longstanding appeal of Reggio-inspired approaches.

KEYWORDS:

• Reggio-Emilio
• constructivist
• agency
• Loris Malaguzzi
• young children

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Isabela Garcia Senent

Isabela García Senent is a Lecturer of Early Childhood Education in the Department of Curriculum and Instruction at UMass Boston and the Founder and Executive Director of Fundación PLAY, a non-profit that provides resources in English and Spanish and drives professional development to support early childhood educators to implement play-based curricula. Isabela is a former board member of MAAEYC (Massachusetts Association for the Education of Young Children) and a current member of the board of directors for BARIN (Boston Area Reggio Inspired Network) and Writers, Inc.

Kendra Kelley

Kendra Kelley is a doctoral student in the Early Education and Care at the University of Massachusetts Boston. She is an early intervention specialty service provider interested in family culture and intergenerational care practices.

Mona M. Abo-Zena

Mona M. Abo-Zena is an Assistant Professor of Early Childhood Education. She supports teacher candidates' praxis in promoting person centered and equity and asset based child development perspectives that are responsive to contextual strengths and challenges.