ES 3219: Early Years Education,ES 3219: Early Years Education, Week 10:Week 10:

MalguzziMalguzzi The Reggio Emilia Approach The Reggio Emilia Approach

MalaguzziMalaguzzi in perspective in perspective

““Malaguzzi… is the guiding genius of Malaguzzi… is the guiding genius of Reggio – the thinker whose name Reggio – the thinker whose name deserves to be uttered in the same deserves to be uttered in the same breath as his heroes Froebel, breath as his heroes Froebel, Montessori, Dewey, and Piaget.” Montessori, Dewey, and Piaget.” (Gardner, 1998, p.xvi)(Gardner, 1998, p.xvi)

In contrast with theorists such as In contrast with theorists such as Pestalozzi and Dewey, Malaguzzi Pestalozzi and Dewey, Malaguzzi successfully managed to establish, successfully managed to establish, maintain and grow a system of maintain and grow a system of education that realised his education that realised his philosophy in practice. philosophy in practice.

Loris MalaguzziLoris Malaguzzi 1920-1994 1920-1994

19451945: Malguzzi became involved in building schools with parents from the bricks and : Malguzzi became involved in building schools with parents from the bricks and girders remaining in the desolation of post-war Reggio Emilia. girders remaining in the desolation of post-war Reggio Emilia.

Worked in a middle school for seven years before leaving, condemning its “stupid Worked in a middle school for seven years before leaving, condemning its “stupid and intolerable indifference towards children, its opportunistic and obsequious and intolerable indifference towards children, its opportunistic and obsequious attention towards authority, and its self-serving cleverness, pushing prepackaged attention towards authority, and its self-serving cleverness, pushing prepackaged knowledge” (Malaguzzi, 1998, p.50)! knowledge” (Malaguzzi, 1998, p.50)!

He then went to Rome to study psychology before returning to Reggio Emilia to start He then went to Rome to study psychology before returning to Reggio Emilia to start a mental health centre for children with difficulties. During this period he ran the a mental health centre for children with difficulties. During this period he ran the centre in the mornings and worked the afternoon and evening at the small parent-run centre in the mornings and worked the afternoon and evening at the small parent-run schools for poor and undernourished children which had been established in the schools for poor and undernourished children which had been established in the rubble of war. rubble of war.

““Things about children and for children are only learned from children” (ibid., p.51) Things about children and for children are only learned from children” (ibid., p.51) This dictum prepared Malaguzzi and his fellow workers during the 40’s and 50’s for This dictum prepared Malaguzzi and his fellow workers during the 40’s and 50’s for the establishment of the first Reggio Emilia municipal school in the establishment of the first Reggio Emilia municipal school in 19631963..

By By 19671967 all the parent-run schools in Reggio Emilia had been taken over by the all the parent-run schools in Reggio Emilia had been taken over by the municipality, after a long campaign, which took place as part of a wider political municipality, after a long campaign, which took place as part of a wider political struggle for publicly supported schools for 3-6 year olds. struggle for publicly supported schools for 3-6 year olds.

19711971 – published first works – published first works Experiences for a New School for Young ChildrenExperiences for a New School for Young Children, & , & Community-Based Management in the Preprimary SchoolCommunity-Based Management in the Preprimary School

19761976 Backlash from the Catholic Church which attacked the schools as corrupting Backlash from the Catholic Church which attacked the schools as corrupting children and threatening the religious school establishmentchildren and threatening the religious school establishment

1980’s-early 1990’s1980’s-early 1990’s Reggio Emilia reputation started to spread, via conferences Reggio Emilia reputation started to spread, via conferences and exhibitions to Scandinavia, and the United States, and globally, including to the and exhibitions to Scandinavia, and the United States, and globally, including to the UK (where it may have influenced the thinking of the authors of the Foundation UK (where it may have influenced the thinking of the authors of the Foundation Stage Guidance). Stage Guidance).

19941994 Malguzzi died suddenly. Malguzzi died suddenly.

MalaguzziMalaguzzi Influences Influences

Malaguzzi’s thinking shows a Malaguzzi’s thinking shows a wide range of influences, not all wide range of influences, not all ‘educational’:‘educational’:

US and European progressive US and European progressive education (Dewey) – e.g. as seen in education (Dewey) – e.g. as seen in British primaries in the 1960’s-70’s;British primaries in the 1960’s-70’s;

Piagetian and Vygotskian Piagetian and Vygotskian constructivist psychology;constructivist psychology;

Italian postwar left-reformist politics.Italian postwar left-reformist politics.

MalaguzziMalaguzzi Reggio Emilia Institutions Reggio Emilia Institutions

Infant-toddler CentresInfant-toddler Centres

4 months-3 years;4 months-3 years; First established 1971;First established 1971; Based on the idea that the youngest children are social beings – Based on the idea that the youngest children are social beings –

“they possess from birth a readiness to make significant ties with “they possess from birth a readiness to make significant ties with other caretakers beside their parents” (ibid., p.62). “it is not so other caretakers beside their parents” (ibid., p.62). “it is not so important whether the mother chooses the role of homemaker or important whether the mother chooses the role of homemaker or working mother, but rather that she feels fulfilment and working mother, but rather that she feels fulfilment and satisfaction with her choice and receives support from her family, satisfaction with her choice and receives support from her family, the child care centre, and, at least minimally, the surrounding the child care centre, and, at least minimally, the surrounding culture” (ibid., p.62).culture” (ibid., p.62).

Set up in opposition to proponents of John Bowlby, and to the Set up in opposition to proponents of John Bowlby, and to the Catholic Church;Catholic Church;

Focus on careful transition from focussed attachment on parents Focus on careful transition from focussed attachment on parents and home to shared attachment to adults and the infant-toddler and home to shared attachment to adults and the infant-toddler centre environment;centre environment;

Allows children to ‘live together’ for 5-6 years through infant-Allows children to ‘live together’ for 5-6 years through infant-toddler centre into preprimary schooltoddler centre into preprimary school

Preprimary schoolsPreprimary schools

3-6 years3-6 years

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

Born of a vision of the future experienced after the Born of a vision of the future experienced after the war – “to give a human, dignified, civil meaning to war – “to give a human, dignified, civil meaning to existence, to be able to make choices with clarity of existence, to be able to make choices with clarity of mind and purpose” (Malaguzzi, 1998, p.57)mind and purpose” (Malaguzzi, 1998, p.57)

Derived as much from emerging Derived as much from emerging practicepractice, from , from culture, politics and economics as from ‘theory’ or culture, politics and economics as from ‘theory’ or pedagogical models. pedagogical models.

Reggio is an Reggio is an approachapproach rather than a coherent theory. rather than a coherent theory. Indeed Reggio proceeds as if operating with more Indeed Reggio proceeds as if operating with more than one theory. “[T]heory is legitimate only if it deals than one theory. “[T]heory is legitimate only if it deals with problems that emerge from the practice of with problems that emerge from the practice of education and can be solved by educators” (ibid., education and can be solved by educators” (ibid., p.86)(rather, presumably, than by academics).p.86)(rather, presumably, than by academics).

““[A] unifying theory of education that sums up all [A] unifying theory of education that sums up all phenomena of educating does not (and never will) phenomena of educating does not (and never will) exist. However, we do indeed have a solid core in our exist. However, we do indeed have a solid core in our approach in Reggio Emilia that comes directly from approach in Reggio Emilia that comes directly from the theories and experiences of active education and the theories and experiences of active education and finds realization in particular images of the child, finds realization in particular images of the child, teacher, school, family and community.” (ibid. pp 84-teacher, school, family and community.” (ibid. pp 84-5)5)

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

Malaguzzi’s writing contains and explicit Malaguzzi’s writing contains and explicit critique of instrumentalism and technicism critique of instrumentalism and technicism (as theorised, for instance by Foucault & (as theorised, for instance by Foucault & Weber) and of commodification (cf. Marx);Weber) and of commodification (cf. Marx);

Specific rejection of the ‘factory-model’ Specific rejection of the ‘factory-model’ which presupposes the application of which presupposes the application of technologiestechnologies to produce pre-determined to produce pre-determined outcomes of particular types: this is able to outcomes of particular types: this is able to use these predictions to quantify cost-use these predictions to quantify cost-benefit ratios and efficiency of delivery. benefit ratios and efficiency of delivery.

Preprimary school is not a preparation for Preprimary school is not a preparation for elementary school – such a model elementary school – such a model ‘imprisons’ teachers and children. Nor is it ‘imprisons’ teachers and children. Nor is it about the production of potential about the production of potential workers/labour-capacity.workers/labour-capacity.

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

PrinciplesPrinciples Children have a great deal of choice over where Children have a great deal of choice over where

to be within the setting:to be within the setting: They can work in small groups with or without an They can work in small groups with or without an

adult, inside or outside.adult, inside or outside. Malaguzzi’s model is of a city of courtyards and Malaguzzi’s model is of a city of courtyards and

piazzas, with market stalls to which children may piazzas, with market stalls to which children may turn and return.turn and return.

Children encouraged to explore and express Children encouraged to explore and express themselves through all of their available themselves through all of their available ‘languages’ – cognitive, communicative, creative. ‘languages’ – cognitive, communicative, creative.

Partnership among parents, educators and Partnership among parents, educators and children;children;

Classrooms organized to support a collaborative Classrooms organized to support a collaborative problem-solving approach to learning;problem-solving approach to learning;

Joint exploration among children and adults.Joint exploration among children and adults.

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

Planning and curriculumPlanning and curriculum There is There is no curriculumno curriculum (or guidance) which, Malaguzzi (or guidance) which, Malaguzzi

argues, would “humiliate” the Reggio schools, and argues, would “humiliate” the Reggio schools, and subject them to the power of publishers (profiteers, subject them to the power of publishers (profiteers, and the State & Church).and the State & Church).

Instead, each year a new series of related Instead, each year a new series of related projectsprojects are proposed. “These themes serve as the main are proposed. “These themes serve as the main structural supports, but then it is up to the children, structural supports, but then it is up to the children, the course of events, and the teachers to determine the course of events, and the teachers to determine whether the building turns out to be a hut on stilts or whether the building turns out to be a hut on stilts or an apartment house or whatever” (ibid., p.88)an apartment house or whatever” (ibid., p.88)

Rather than planning, there is Rather than planning, there is ‘reconnaissance’‘reconnaissance’ : A : A ‘flight’ over the available resources, human, ‘flight’ over the available resources, human, environmental, technical and cultural;environmental, technical and cultural;

Preview seminars, workshops and meetings with Preview seminars, workshops and meetings with experts;experts;

Teaching and learning does not have to be entirely Teaching and learning does not have to be entirely improvised because of anticipation of what is not yet improvised because of anticipation of what is not yet known: known: two thirds uncertainty to one third certaintytwo thirds uncertainty to one third certainty..

MalaguzziMalaguzzi The Reggio Approach The Reggio ApproachPlanning and curriculum: The ProjectPlanning and curriculum: The Project

No whole class instruction – all small group work (2-4 children).No whole class instruction – all small group work (2-4 children). Small groups engage in project-learning: in-depth, sustained Small groups engage in project-learning: in-depth, sustained

investigation inspired by Dewey, and similar to the best examples investigation inspired by Dewey, and similar to the best examples of Plowden-era practice in the UK. of Plowden-era practice in the UK.

Project work:Project work: Helps children make deeper and fuller sense of events and Helps children make deeper and fuller sense of events and

phenomena in their environment;phenomena in their environment; Allows them to make their own choices in collaboration with Allows them to make their own choices in collaboration with

teachers and peers about the type of work to be undertaken;teachers and peers about the type of work to be undertaken; Strengthens children’s confidence in their own developing Strengthens children’s confidence in their own developing

intellectual powers and shapes their dispositions towards learning.intellectual powers and shapes their dispositions towards learning.

Projects rely on a level of pertinent expectations about the kinds Projects rely on a level of pertinent expectations about the kinds of choices the children will make, their methods, and the adults’ of choices the children will make, their methods, and the adults’ methods of intervention. Some of these expectations arise in methods of intervention. Some of these expectations arise in initial discussion. initial discussion.

Adults continually review what has been happening in the project, Adults continually review what has been happening in the project, setting up new situations to facilitate further development, with setting up new situations to facilitate further development, with minimal direct intervention. minimal direct intervention.

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

Planning and curriculumPlanning and curriculum From talk to representation, the observing From talk to representation, the observing

adult scribes, and uses the record as a adult scribes, and uses the record as a stimulus to the next discussion and action;stimulus to the next discussion and action;

Children may revisit what they have dome Children may revisit what they have dome individually or in groups;individually or in groups;

Graphic representations clarify and refine Graphic representations clarify and refine ideas in the translation from one (verbal) ideas in the translation from one (verbal) language to another (graphic)language to another (graphic)

Pairs of children working together should Pairs of children working together should have discrepant abilities, but not be too have discrepant abilities, but not be too widely separated. This allows for the greatest widely separated. This allows for the greatest possibility of relations being established on possibility of relations being established on the basis of exchanging ideas. the basis of exchanging ideas.

MalaguzziMalaguzzi The Reggio Approach The Reggio Approach

The One Hundred Languages of ChildrenThe One Hundred Languages of ChildrenBecause 4 year old cannot readily express Because 4 year old cannot readily express their thoughts in writing, other ways are their thoughts in writing, other ways are employed to record their their memories, employed to record their their memories, hypotheses, predictions, observations, hypotheses, predictions, observations, feelings & imaginings, through:feelings & imaginings, through:

Graphic languagesGraphic languages DictationsDictations Dramatic playDramatic play

Graphic languages can be ‘read’ and Graphic languages can be ‘read’ and documented and serve as the basis for next documented and serve as the basis for next steps in a project. Graphic representations steps in a project. Graphic representations are displayed as part of a process (rather are displayed as part of a process (rather than as products, or as decorative)than as products, or as decorative)

MalaguzziMalaguzzi The Reggio Approach The Reggio ApproachAn education based on relationshipsAn education based on relationships

Learner and teacher cannot just relate to Learner and teacher cannot just relate to one another – they have to relate one another – they have to relate about about somethingsomething. In UK schools Bruner showed . In UK schools Bruner showed that the content of the relationship was that the content of the relationship was largely managerial issues, feedback, largely managerial issues, feedback, performance, routines, rules, etc. In performance, routines, rules, etc. In Reggio, the content of the relationship is Reggio, the content of the relationship is the work itself – techniques, materials, the work itself – techniques, materials, ideas. ideas.

Children know at a preconscious level that Children know at a preconscious level that teachers take their work seriouslyteachers take their work seriously

Children must have the same teachers for Children must have the same teachers for three years.three years.

MalaguzziMalaguzzi The Reggio Approach The Reggio ApproachAn education based on relationshipsAn education based on relationships

Child-teacher interactions should not Child-teacher interactions should not devalue the role of the adult: Malaguzzi devalue the role of the adult: Malaguzzi favours a “ping-pong match” model of favours a “ping-pong match” model of interaction.interaction.

Relationships as sites of dynamic Relationships as sites of dynamic conjunction rather than cosseting;conjunction rather than cosseting;

Development of identity which comes from Development of identity which comes from recognition from teachers and peers;recognition from teachers and peers;

““[T]he system of relationships has in and [T]he system of relationships has in and of itself a virtually autonomous capacity to of itself a virtually autonomous capacity to educate” (ibid., p.69)educate” (ibid., p.69)

MalaguzziMalaguzzi The Reggio Approach: Pedagogical The Reggio Approach: Pedagogical DocumentationDocumentation

Pedagogical documentation isPedagogical documentation isphotographs, recordings and photographs, recordings and

transcriptions of discussion, work at transcriptions of discussion, work at different stages, and, more recently, video different stages, and, more recently, video - “making pedagogical (or other) work - “making pedagogical (or other) work visible and subject to interpretation, visible and subject to interpretation, dialogue, confrontation (argumentation) dialogue, confrontation (argumentation) and understanding” (Dahlberg & Moss, and understanding” (Dahlberg & Moss, 2006, pp. 15-16); 2006, pp. 15-16);

an “antibody” to assessment and an “antibody” to assessment and normalizing criteria. normalizing criteria.

a “mirror” of individual experience and the a “mirror” of individual experience and the basis for finding images of others with basis for finding images of others with whom to engage in dialogue.whom to engage in dialogue.

MalaguzziMalaguzzi The Reggio Approach: Pedagogical The Reggio Approach: Pedagogical DocumentationDocumentation

Documentation:Documentation: Makes the processes of learning the basis of dialogue with Makes the processes of learning the basis of dialogue with

parents;parents; Allows children to develop a greater depth and Allows children to develop a greater depth and

extensiveness of understanding of their own work;extensiveness of understanding of their own work; Supports the memory, offering children the opportunity to Supports the memory, offering children the opportunity to

re-read the process;re-read the process; Supports self-evaluation and group evaluation of the Supports self-evaluation and group evaluation of the

theories and hypotheses of each child;theories and hypotheses of each child; Allows parents to become intimately aware of and involved Allows parents to become intimately aware of and involved

in their children’s work in school;in their children’s work in school; Allows teachers a way of researching children’s Allows teachers a way of researching children’s

understandings and intentions, providing a basis for future understandings and intentions, providing a basis for future planning and strategy;planning and strategy;

Allows progress and learning to be approached in a way Allows progress and learning to be approached in a way that does not require tests, standards or checklists;that does not require tests, standards or checklists;

Enables parental expectations to be changed and Enables parental expectations to be changed and challenges assumptions about parenting roles;challenges assumptions about parenting roles;

Allows parents to see how much teachers actually do, how Allows parents to see how much teachers actually do, how they work together to plan, research and record, and offers they work together to plan, research and record, and offers a model of a co-operative society.a model of a co-operative society.

MalaguzziMalaguzzi The ‘Amiable Environment’ The ‘Amiable Environment’

Architecture and layout are very important to Malaguzzi Architecture and layout are very important to Malaguzzi (as, for instance, ‘open-plan’ schools were for progressive (as, for instance, ‘open-plan’ schools were for progressive pedagogues in 1960’s/70’s Britain, or, indeed, as the pedagogues in 1960’s/70’s Britain, or, indeed, as the Victorian schoolroom’s plan was to maintaining discipline)Victorian schoolroom’s plan was to maintaining discipline)

An attempt to integrate educational aims with potential for An attempt to integrate educational aims with potential for the organization of work in order to facilitate “maximum the organization of work in order to facilitate “maximum movement, interdependence, and interaction.” (Malaguzzi, movement, interdependence, and interaction.” (Malaguzzi, 1998, p.63)1998, p.63)

Combination of contiguous space and differentiated areas.Combination of contiguous space and differentiated areas. The atelier – school laboratory/studio: large space for The atelier – school laboratory/studio: large space for

“experimenting with separate or combined visual “experimenting with separate or combined visual languages” (ibid. p.64) – plays a central place in the Reggio languages” (ibid. p.64) – plays a central place in the Reggio Emilia approach. In addition mini-ateliers for each Emilia approach. In addition mini-ateliers for each classroom allow project work to be sustained. classroom allow project work to be sustained.

The walls “speak and document” (ibid. p.64).The walls “speak and document” (ibid. p.64).

MalaguzziMalaguzzi Adults’ roles Adults’ roles

Note on categories of staff in the Note on categories of staff in the Reggio systemReggio system

PedagogistiPedagogisti – one per several schools: – one per several schools: more highly trained in psychology, more highly trained in psychology, pedagogical documentation, etc:pedagogical documentation, etc:

Ateliristi Ateliristi – one per school, based in the – one per school, based in the atelier, often artists or those with a atelier, often artists or those with a background in visual artsbackground in visual arts

Teachers Teachers – several per school– several per school

MalaguzziMalaguzzi The Role of the Pedagogista The Role of the Pedagogista

PedagogistiPedagogisti::have an integrated philosophical, have an integrated philosophical,

administrative, yechnical, pedagogical, administrative, yechnical, pedagogical, social and political role;social and political role;

guarantee the coherence and consistency guarantee the coherence and consistency of educayion across the Reggio Emilia of educayion across the Reggio Emilia municipality.municipality.

apply social constructivist and apply social constructivist and interactionist pedagogy to developing interactionist pedagogy to developing teachers ideas and working with teachers teachers ideas and working with teachers to identify new themes and experiences;to identify new themes and experiences;

support relationships between teachers support relationships between teachers and families.and families.

MalaguzziMalaguzzi The Role of the Atelierista The Role of the Atelierista

AtelieristiAtelieristi::develop creative expression of children;develop creative expression of children;read and research children’s drawing, read and research children’s drawing,

representation, documentation, etc;representation, documentation, etc;guide children in their projects;guide children in their projects;provide workshops for documentation;provide workshops for documentation;analyse children’s processes of learning analyse children’s processes of learning

and interconnections between children’s and interconnections between children’s ideas, activities and representations.ideas, activities and representations.

The The atelier:atelier:a laboratory or place of researcha laboratory or place of research““a spaced rich in materials, tools, and a spaced rich in materials, tools, and

people with professional competencies” people with professional competencies” (ibid. p.74)(ibid. p.74)

MalaguzziMalaguzzi The Role of the Teacher The Role of the Teacher

Malaguzzi’s favoured metaphor for the role Malaguzzi’s favoured metaphor for the role of the teacher was ‘Ariadne’s Thread’ of the teacher was ‘Ariadne’s Thread’ (Rinaldi, 2006, p.54) because, like the (Rinaldi, 2006, p.54) because, like the lifesaving thread in the minotaur myth, the lifesaving thread in the minotaur myth, the Reggio teacher’s task is Reggio teacher’s task is

giving orientation, meaning and value giving orientation, meaning and value to the to the experience of schools and children experience of schools and children (a way (a way out of the ‘labyrinth’). Teachers out of the ‘labyrinth’). Teachers seen as seen as those those who hold the thread, who who hold the thread, who construct and construct and constitute the constitute the interweavings and connections, interweavings and connections, the web the web of relationships, to transform them of relationships, to transform them into into significant experiences of interaction and significant experiences of interaction and communication.communication.

(Rinaldi, 2006, pp.54-5)(Rinaldi, 2006, pp.54-5)

MalaguzziMalaguzzi The Role of the Teacher The Role of the Teacher

All teaching is co-teaching;All teaching is co-teaching; Co-teaching is the basic unit of collegial management and Co-teaching is the basic unit of collegial management and

partnership structures.partnership structures. ““Teach nothing to children Except what children can learn by Teach nothing to children Except what children can learn by

themselves” (Malguzzi, 1998, p.73)(echoes of Pestalozzi and themselves” (Malguzzi, 1998, p.73)(echoes of Pestalozzi and Froebel).Froebel).

““Stand aside for a while and leave room for learning, observe Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.” (ibid., p.82)perhaps teaching will be different from before.” (ibid., p.82)

Malaguzzi lists among “undemocratic teaching strategies”, Malaguzzi lists among “undemocratic teaching strategies”, “directives, ritualized procedures, systems of evaluation […] and “directives, ritualized procedures, systems of evaluation […] and rigid cognitivistic curriculum packages” (ibid., p.83).rigid cognitivistic curriculum packages” (ibid., p.83).

In a critique of Vygotsky’s ZPD, Malaguzzi warns that it potentially In a critique of Vygotsky’s ZPD, Malaguzzi warns that it potentially readmits “the old ghosts of teaching that […][the Reggio readmits “the old ghosts of teaching that […][the Reggio approach] tried to chase away” (ibid. p83);approach] tried to chase away” (ibid. p83);

His answer is the principle of circularity:His answer is the principle of circularity:““[W]e seek a situation in which the child is about to see what the [W]e seek a situation in which the child is about to see what the adult already sees. The gap is small between what each one sees, adult already sees. The gap is small between what each one sees, the task of closing it appears feasible, and the child’s skills and the task of closing it appears feasible, and the child’s skills and disposition create an expectation and readiness to make the jump. disposition create an expectation and readiness to make the jump. In such a situation, the can and must loan to the child his In such a situation, the can and must loan to the child his judgement and knowledge. But it is a loan with a condition, judgement and knowledge. But it is a loan with a condition, namely that the child will repay.” (Emphases added) (ibid., p.84)namely that the child will repay.” (Emphases added) (ibid., p.84)

MalaguzziMalaguzzi The Role of the Teacher The Role of the Teacher

It is possible to observe readiness if one It is possible to observe readiness if one disregards the clock and pays attention to what is disregards the clock and pays attention to what is not expected.not expected.

““The child…dies if he does not sense that the The child…dies if he does not sense that the adult is close enough to see how much strength, adult is close enough to see how much strength, how much energy, how much intelligence, how much energy, how much intelligence, invention, capacity and creativity he possesses. invention, capacity and creativity he possesses. The child wants to be seen, observed and The child wants to be seen, observed and applauded.” (Malaguzzi, in Rinaldi, 2006, pp.55-6)applauded.” (Malaguzzi, in Rinaldi, 2006, pp.55-6)

Whilst theory and practice are reciprocal, practice Whilst theory and practice are reciprocal, practice takes precedence over theory, as relying on takes precedence over theory, as relying on theory prevents teachers from being protagonists theory prevents teachers from being protagonists in the educational process, from the responsibility in the educational process, from the responsibility of educating (the parallel is with the child as of educating (the parallel is with the child as protagonist – both teacher and learner are protagonist – both teacher and learner are researchers).researchers).

MalaguzziMalaguzzi Creativity CreativityMalguzzi emphasized that there is no opposition between intellectual Malguzzi emphasized that there is no opposition between intellectual capacities and creativity, but rather that “[t]he spirit of play can capacities and creativity, but rather that “[t]he spirit of play can pervade also the formation and construction of thought” (Malaguzzi, pervade also the formation and construction of thought” (Malaguzzi, 1998, p. 77)1998, p. 77)

1)1) Creativity should not be considered a separate mental faculty but a characteristic Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices.of our way of thinking, knowing and making choices.

2)2) Creativity seems to emerge from multiple experiences, coupled with a well Creativity seems to emerge from multiple experiences, coupled with a well supported development of personal resources, including a sense of freedom to supported development of personal resources, including a sense of freedom to venture beyond the known.venture beyond the known.

3)3) Creativity seems to express itself through cognitive, affective, and imaginative Creativity seems to express itself through cognitive, affective, and imaginative processes. These come together and support the skills for predicting and arriving processes. These come together and support the skills for predicting and arriving at unexpected solutions.at unexpected solutions.

4)4) The most favourable situation for creativity seems to be interpersonal exchange, The most favourable situation for creativity seems to be interpersonal exchange, with negotiations of conflicts and comparison of ideas and actions being the with negotiations of conflicts and comparison of ideas and actions being the decisive elements.decisive elements.

5)5) Creativity seems to find its power when adults are less tied to prescriptive Creativity seems to find its power when adults are less tied to prescriptive teaching methods, but instead become observers and interpreters of problematic teaching methods, but instead become observers and interpreters of problematic situations.situations.

6)6) Creativity seems to be favored or disfavoured according to the expectations of Creativity seems to be favored or disfavoured according to the expectations of teachers, schools, families, and communities as well as society at large, according teachers, schools, families, and communities as well as society at large, according to the way children perceive those expectations.to the way children perceive those expectations.

7)7) Creativity becomes more visible when adults try to be more attentive to the Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of cognitive processes of children than to the results they achieve in various fields of doing and understanding.doing and understanding.

8)8) The more teachers are convinced that intellectual and expressive activities have The more teachers are convinced that intellectual and expressive activities have both multiplying and unifying possibilities, the more creativity favors friendly both multiplying and unifying possibilities, the more creativity favors friendly exchanges with imagination and fantasy.exchanges with imagination and fantasy.

9)9) Creativity requires that the school of knowing finds connections with the school of Creativity requires that the school of knowing finds connections with the school of expressing, opening the doors (this is our slogan) to the hundred languages of expressing, opening the doors (this is our slogan) to the hundred languages of children.children.

Malaguzzi, 1998, pp75-7Malaguzzi, 1998, pp75-7

ES 3219: Early Years Education,ES 3219: Early Years Education, Week 10:Week 10: MalguzziMalguzzi The Reggio Emilia Approach The Reggio Emilia Approach

ReferencesReferencesAbbott, L & Nutbrown, C. (2001) Abbott, L & Nutbrown, C. (2001) Experiencing Reggio Experiencing Reggio Emilia: implications for pre-school provisionEmilia: implications for pre-school provision, , Buckingham: Open University PressBuckingham: Open University PressDahlberg, G. (2000) ‘Eveything is beginning and Dahlberg, G. (2000) ‘Eveything is beginning and everything is dangerous: some reflections on the Reggio everything is dangerous: some reflections on the Reggio Emilia experience’ in Penn, H. (Ed) Emilia experience’ in Penn, H. (Ed) Early Childhood Early Childhood ServicesServices , Buckingham: OUP , Buckingham: OUPDahlberg, G. & Moss, P. (2006) ‘Our Reggio Emilia’ in Dahlberg, G. & Moss, P. (2006) ‘Our Reggio Emilia’ in Rinaldi, C. Rinaldi, C. In Dialogue with Reggio Emilia: Listening, In Dialogue with Reggio Emilia: Listening, researching and learningresearching and learning, London: Routledge, London: RoutledgeEdwards, C.Gandini, L. & Forman, G. (Eds.) (1998) Edwards, C.Gandini, L. & Forman, G. (Eds.) (1998) The The Hundred languages of Children: The Reggio Emilia Hundred languages of Children: The Reggio Emilia Approach – Advanced ReflectionsApproach – Advanced Reflections, London: Ablex , London: Ablex Publishing CorporationPublishing CorporationMalaguzzi, L. (1998) ‘History, Ideas and Basic Philosophy: Malaguzzi, L. (1998) ‘History, Ideas and Basic Philosophy: An Interview with Lella Gandini’, in Edwards, C.Gandini, An Interview with Lella Gandini’, in Edwards, C.Gandini, L. & Forman, G. (Eds.), L. & Forman, G. (Eds.), The Hundred languages of The Hundred languages of Children: The Reggio Emilia Approach – Advanced Children: The Reggio Emilia Approach – Advanced ReflectionsReflections, London: Ablex Publishing Corporation, London: Ablex Publishing CorporationRinaldi, C. (2006) Rinaldi, C. (2006) In Dialogue with Reggio Emilia: In Dialogue with Reggio Emilia: Listening, researching and learningListening, researching and learning, London: Routledge, London: RoutledgeSoler, J. & Miller, L. (2003) ‘The Struggle for Early Soler, J. & Miller, L. (2003) ‘The Struggle for Early Childhood Curricula: acomparison of the English Childhood Curricula: acomparison of the English Foundation Stage Curriculum, Te Whäriki and Reggio Foundation Stage Curriculum, Te Whäriki and Reggio Emilia’, Emilia’, International Journal of Early Years EducationInternational Journal of Early Years Education, 11 , 11 ( 1), pp.57-67( 1), pp.57-67