"Fine Designs" from Italy: Montessori Education and the Reggio Approach

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December 2003

Carolyn P. Edwards University of Nebraska-Lincoln, [email protected]

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Edwards, Carolyn P., ""Fine Designs" from Italy: Montessori Education and the Reggio Approach" (2003). Faculty Publications, Department of Child, Youth, and Family Studies. 20. https://digitalcommons.unl.edu/famconfacpub/20

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By Carolyn Pope Edwards novation in Italy and Europe, and now Reggio Ernilia's increasingly in Asia, Australia, and other taly is not a huge country, nor one that innovative approach Italians have al- educators, parents, and develop problem-solving skills. Chil- and children 1 ways revered beauty, architecture, paint- dren (and families) are also encouraged ing, cuisine, and creative design. In a to express and discuss ideas in open demo- similar fusion of art and science, they how to reconstruct society through a new cratic meetings and to form close, long- have produced two of the 20th century's kind of education for young children. term relationships with others in the most innovative and influential leaders in After the suffering and destruction of the school. The schools are publicly funded early education, along with their methods war, they wanted to offer hope to society and inclusive, giving first priority to chil- of pedagogy and philosophies of educa- and improve life for children and fami- dren with disabilities or social service tion. The two figures were Maria Mon- lies. Under the leadership of the founding needs (Edwards, Gandini, & Forman, tessori (1 870-1952) and Loris Malaguzzi director, Loris Malaguzzi (1920- 1994), 1998; Gandini & Edwards, 2001). Reggio (1920-1994). the system then evolved from a parent Emilia is not a formal model like Montes- Both Montessori education and the cooperative movement into a city-run sori education, with defined methods, Reggio Emilia approach provide strong system of first preschools and then also teacher certification standards, and ac- alternatives to traditional education and infant-toddler centers. Malaguzzi was a creditation processes. Instead, educators inspiration for progressive educational social constructivist, influenced by clas- in Reggio Ernilia speak of their evolving reform in the United States and around sical progressive educators and psycholo- "experience" and see themselves as a the world. Because they seem to share gists such as Dewey, Piaget, Vygotsky, provocation and reference point, a way of many common elements of philosophy and Montessori, and by contemporary engaging in dialogue startingfrom a strong and practice, people wonder, "But how psychologistfincluding Bronfenbrenner, and rich vision of the child (Katz & are these approaches different, exactly? Bruner, and Gardner. The system exer- Cesarone, 1994; New, 2000). Don't they have a lot of similarities?" cises a leadership role in educational in- Reggio ChildrenJUSA is the North This article provides an overview and American arm of Reggio Children S.r.l., comparison of the two approaches, to the Italian organization set up in 1994 to introduce and highlight key points of protect and enrich the educational theory similarity and difference. What were their and pradm accumulated the Reggio historical origins, foundational philo- Emila municipal infantltoddler and pre- sophical premises, and concepts about school centers. The ERIC Clearinghouse child development and learning? How do on Elementary and Early Childhood Edu- they compare with respect to organiza- cation maintains an extensive website tion for decision-making about environ- with a Reggio link presenting informa- ment, curriculum, instructional methods, tian about Reggio ChildrenIUSA and a observation, assessment, and teacher ~f self-nominated schools in North preparation? Of course, we must remem- America with prog~mbared on or in- ber that large variations always exist in spired by the approach used in Reggio how both approaches play out in specific Emilia. The Merrill-Palmer Institute of cases and applications. Here we can only Wayne State University publishes the describe their general tendencies and vi- periodical Innovations in Early Educa- sions of "best practice." tion: The International Reggio Exchange and provides current study tour, confer- History ence, and contact information. Reggio Emilia is a city in northern Italy Maria Montessori preceded Malaguzzi where a volunteer group of educators, Reggio schools are puDliclyfirntled and inclu- by about half a century. A brilliant figure parents, and children came together after sive, giving first prioritj to clzildt-en with dis- who was Italy's first woman physician, World War I1 with a shared vision for abilities or social service needs. she reflected a late- 19"-century vision of

34 Montessori LIFE Winter 2003 mental development and theoretical kin- ship with the great European progressive Table 1. Basic Concepts educational philosophers, such as Reggio Emilia Approach Montessori Education Rousseau, Pestalozzi, Seguin, and Itard. She was convinced that children's natu- Websites to consult: Websites to consult: ral intelligence involved three aspects ericeece.org/reggio.html www.amshq.org from the very start: rational, empirical, www.mpi.wayne.edu/). www.montessori-ami.org/ami.htm and spiritual. After innovating a method- www.latelier.org www.montessori-namta.org ology for working with children with www.michaelolaf.net disabilities, she started her Casa dei lmage of child: intelligent, powerful, curious, social lmage of child: intelligent, active, reality-based Bambini (Children's House) in 1907 for from beginning of life self-regulating & self-righting children aged 4-7 in a housing project in An education based on mmunication&rekticnships An education based on freedom and discipline the poor slums of Rome. Her movement spread to other countries, especially once Child "well-being"must be guaranteed; this re- Wholeness of child and of education involve: the Fascist regime denounced her meth- quires attention to adult well-being rational, empirical, & spiritual aspects ods and she left Italy. In theunited States, "1 00 languages" = many avenues and formats for Exercise of the senses (sensory absorption) is there was strong but brief interest from representing, expressing, and discovering avail- the pathway to knowledge for children under € 1910 to 1920;but thenMontessori educa- able from infancy tion fell out of favor (Torrence & Chattin- McNichols, 2000). During that time, how- "Amiable" environments favor encounters, ex- "Prepared"environments focus attention on mate, ever, the movement flourished in Europe changes, and communication rials & encourage independence & selfdisciplinc and India. In the 1950s, an American Cooperation is the foundation (for parents, edu- Classroom community supports children's in- educator, Nancy Rambush, led a move- cators, and children) dependence from adults (educators,parents) ment of renewal and Montessori education spread as an independent school Teachers prepare the environment, "listen" to chil- Teachers prepare the environment, "obselve" chil- movement (Loeffler, 1992). dren, &areresources, models &parhersinlearning dren, giiedemonstrations,&are resources& mdek There areprobably 5,000 or more schools The emergent curriculum: project & theme work an Montessori curriculum has scope & sequence calling themselves "Montessori" in the unfolding adventure; development & learning are based on underlying developmental stages o United States (Ruenzel, 1997). Of these, spiraling, not linear, and benefit from "revisiting" children & progression from simple to complex about 20% are &hated with the two concrete to abstract major certifying organizations. Associa- A time not set by the clock; khild time" not "adult Children trusted to move at their own pace tion MontessoriInternationale (AMI) pro- time" the basis of daily life through the curriculum motes the study, application,and propaga- tion of Montessori's (original) ideas and Socially progressive vision: education goes to- Cosmic vision: holistic education leads towarc principles for education and human devel- ward a better world for all human beings harmony of nature & humanity opment. The American Montessori Soci- ety (AMS) supports Montessori education in the context of contemporary American tions," and to learn about the whole pic- represent ideas and feelings symbolically culture (Loeffler, 1992). There are many ture before focusing on its parts and mas- through any of their "hundreds of lan- Montessori teacher-training programs in tering simple steps. guages" (expressive, communicative, and the country, more than 60 of which are Loris Malaguzzi's thinking reflects a so- cognitive)-words, movement, drawing, affiliated with AMS, and 15 with AMI. In cial-constructivist view of learning. Yet he painting, building, sculpture, shadow the 1960s,furthermore, American parents rejected Piaget' s formal sequence of cogni- play, collage, dramatic play, music, to began to advocate for Montessori educa- tive stages (sensorimotor, preoperational, name a few that they systemically ex- tion in public school, leading to hundreds and concrete operational) as too limiting a plore and combine. The curriculum does of programs (often magnet programs) at guide for teachers. Instead, he drew a pow- not have separate domains. Teachers fol- the preschool and elementary levels, and erful image of the child as social from birth, low the children's interests and do not now increasingly at the middle and high full of intelligence, curiosity, and wonder. provide focused instruction in reading school levels, too (Chattin-McNichols, He envisioned an "education based on rela- and writing; however, they foster emer- 1992b). Montessori education at the in- tionships," one that would place each child gent literacy as children record and ma- fant-toddler level is also growing rapidly. in relation to others and activate and sup- nipulate their ideas and communicatewith Child Development Theory portthechild's reciprocal relationships with others. Learning involves purposive pro- '1 r - people, society, and the environment gression but not defined scope and se- and Curriculum m g, (Malaguzzi, 1993). This resourceful child quence as in the Montessori cumculum. Both the Reggio and Montessori ap- generates changes in the systems in which Teaching and learning are negotiated, proaches view children as active authors he or she is involved and becomes a "pro- emergent processes between adults and of their own development, strongly influ- ducerof culture, values, and rights" Wnaldi, children, involving generous time and in- enced by natural, dynamic, self-righting 2001, p. 51). depth revisiting and reviewing. Long- forces within themselves, opening the Reggio Ernilia teachers seek to hold term, open-ended projects are important way toward growth and learning. Both before them this powerful image as they vehicles for collaborativework, and some also respect young children's desire to support children in exploring and inves- observers have noticed that the projects approach the complex, to ask "big ques- tigating. Children grow in competence to undertaken by Reggio preschool children

Montessori LIFE Winter 2003 35 adult-child continuity and close peer re- Table 2. Systems of Practice lationships. Birth to age 3 is the time of Reggio Emilia Approach Montessori Education the "unconscious absorbent mind," while I I age 3 to 6 is the time of the "conscious Not a model; no certification or accreditation; Two major certifying'organizations: Associa- absorbent mind" (Montessori, 1995). In instead an "experience" or "reference point" to tion Montessori Internationale (AMI) and Ameri- both the child seeks sensory input, regu- encourage dialogue and reflection. Study tours, can Montessori Society (AMS). Teachers can lation of movement, order, and freedom conferences, and resources published by Reggio seek certification in AMI, AMS, or other Montes- to choose activities and explore them Children organization. sori training programs. deeply without interruption in a carefully Grouping of children: Usually same-age class- Grouping of children: mixed-age classrooms: prepared (serene and beautiful) environ- rooms ages birth-3,3-6,6-9,and 9-12 ment that helps the child choose well. I I During the infant-toddler (birth-3) and Teacher-child continuity: teachers stay with same Teacher-childcontinuity:teachersworkwithsame group of 20-25 children for 3-year cycle In a children as they move through 3-year cycle preprimary (3-6) years, classrooms usu- "loopingnorganization ally have more than one teacher. To intro- I duce new cumculum, teachers present Teacher-parent-citizen collaboration fundamen- Co-teaching model with 2-3 teachers per class- demonstration lessons at the point when tal, at all levels of the educational system, includ- room; parents recognized as active parlners, an individual or small group indicates ing co-teaching model in all classrooms since experiences that take place outside the readiness to advance in the sequence of classroom are the most formative for children I self-correcting materials, in the areas of Resource personnel: an art director (atelierista)& A school director is responsible for overall qual- practical life, sensorial, mathematics,lan- educational specialist from central administration ity of school program; teaching staff may in- guage, science and geography, and art (pedagogista) serve the classroom teachers; no clude some part- or full-time specialists in sub- and music (Humphreys, 1998). Montes- school directors ject areas sori designed famous materials still in use. In addition, other classroom materi- Long-term, in-depth, open-ended projects and Montessori materials structure the program: als are created or put together by indi- themes are favored; curriculum is selected at practical life, sensorial, math, language, history, vidual teachers or groups as they care- school level and changes year to year social studies or geography, science, art, music fully consider their classroom observa- Documentation (panel displays, booklets, slide Observation is the primary source of informa- tions. The Montessori curriculum is highly shows, etc., containing photo images, words, & tion for teachers about child learning: record- individualized but with scope and se- sample products) preserve memoriesof the teach- keeping may involve use of checklists, anec- quence, and clearcut domains. The indi- ing & learning process and provide a public pre- dotal records, and portfolios, and is necessary vidualization results in some young chil- 1 sentation of what the children as members of a fortrackingindividualchildren'sprogressthrough dren mastering reading and writing be- I group have learned; it is prepared for children, the curriculum fore age 6 following Montessori "writing 1 parents, colleagues, and outsiders to read" methods. Preschool children in Full-day (full-year) program seen as a "gift of 3-hour uninterrupted block of work time each full-day programs usually address the time" to children; within the day, time is used day is needed to carry out the work cycle and Montessori cumculum in the morning flexibly with long blocks of uninterrupted time lead children to higher order work and typical childcare play including fan- I I tasy play in the afternoon. Usually 25 preschool children per classroom with Usually 25-30 "preprimary"children per class- From age 6 to 12, children are expected 2 adults; too much adult intervention is thought to room with 2-3 adults; having too many adults to explore a wider world and develop I interfere with the development of the peer group hinders children's independence and their peer I rational problem-solving,cooperative social relations, imagination and aesthetics, and complex cultural knowledge. The

9 'f elementary school curriculum is struc- are similar to the research' projects en- young children as intelligent in a qualita- tured around five "great stories" that ap- couraged inMontessori elementary class- tively unique way. She saw development peal to children's imagination and pro- rooms. Topics for multiage, multischool as a series of 6-year periods, like repeat- vide a gateway into the study of the hu- projects that have been portrayed in ex- ing waves, each with its own particular manities and sciences: Creation; the Com- hibits and publication address rich, com- strengths and sensitivities. A pioneering ing of Life; Coming of Humans; and the plex topics like "Shadowiness," "The constructivist, she posited an active child, two Human Tools: Language and Math- Rain," "Seeing Ourselves," "Amusement eager forknowledge and prepared to learn, ematics (Loeffler, 2002; Maier, 2002; Park for Birds," "Angels," "A Guide to seeking perfection through reality, play, Chattin-McNichols, 2002). The Montes- Our City," "The Rights of Children," and and work. In contrast with some other sori program of Cosmic Education stresses "Portrait of a Lion [Sculpture]." later constructivists such as Piaget, she the unity of all beings, evolution, interde- Classroom environments are carefully believed that even young children can pendence in nature, human needs, and prepared to offer complexity, beauty, and approach big, abstract topics like the humans' place in the cosmos (Renton, sense of well-being and ease. The pro- earth's geography, if done in the right 2002). It is approached in an integrated, grams serve only children under 6, but way through sensorial exploration and imaginative way that builds on children's American educators have drawn useful guided construction of knowledge. particular interests and involves them in insights for elementary education. In Montessori education, children usu- projects and small-group work. From 12 Maria Montessori surely influenced ally are grouped into multiage classrooms to 18, children reconstruct themselves as Malaguzzi and many others to see the spanning 3 years, in order to promote social beings and are humanistic explor-

36 Montessori LIFE Winter 2003 ers, real-world problem-solvers, rational seekers of justice. Roles of the Teacher The teachers in bothapproaches share in common the goals to be nurtures, part- ners, and guides to children. They depend on carefully prepared, aesthetically pleasing environments as a pedagogical tool providing strong messages about the curriculum and respect for children. Paitne* with parents is highly valued in both approaches. However, theircontrasting views of the nature of children and of learning lead them to act out cliff- roles in the classroom. Of course, tea~hermb witB children change with age; adullts are more nurturing with younger chil&~n. In working withchilm&5@oEmila teachers seek to play a I-cae of a@I balQncing between chgagemeflt and at- Reggw favors long-tern, in-depth, open-ended projects and themes, selected at school level and changing year to year. Documentafion (paldisplays, booklets, slide shows containing photo tention (EdwaEds, 1~8$?bey ask ques- images, worak, and sample products) preserves memories of the teaching and learning process and tions to draw out tlte chiIdren's ideas, provides a public presentation of what the children as members of a group have learned. I hypotheses, and fkories. Then teachers discuss together what they have recorded and make flexible plans and prepara- complexity,beauty, organization,and sense out the day, including where to go in their of well being and ease, through physical cfassroom and building and on what to tions. They UE an endless source of pos- as sibilities and provocations to the chil- qualities such transparency, reflective- work. In addition to ongoing projects, children. They also act as recorden for the ness, openness, harmony, softness, and light dren engage in many other forms of activity (Ceppi & Zini, 1998). It should convey to and play, including pretend play, singing, children, helping them trace and revisit children, parents, and teachers that their group games, storytelling, reading, cook- their words and actions. Teachers offer at presence is noticed, valued, and respected ing, outdoor play, rest, and sociable meals new ways of looking tlrings to children (Gandini, 1993). A clitssroom atmosphere together. They become part of a close-knit and provide related experiences and ma- ofp!qjWms andjay should prevail in this group, with their own unique rituals and terials. They provide instruction in tool kind of envirtmment ways ofexpressingfriendship and affection and material use when needed, help chil- Time, too, is treated with special care in for one another. dren to find materials and resources, and Reggio Emilia Close and extended rela- The Montessori teacher plays the role of scaffold children'sle+xning-sometimes tionships are formed because children and unobtrusive director in the classroom as coming in close and interacting actively, teachers usually stay together in the same children individually or in small groups sometimes remaining attentively nearby. gmup for 3 yeam, so that a strong link is engage in self-directed activity. Based on They also nurture the children's emo- formed for the child between home and detailed, systematic observation of the tional needs and support and develop school. Children's own sense of tirne and children, the teacher seeks to provide an relationships with eashMly. They act their personal rhythm are considered in atmosphere ofproductive cdmas children as advocates for ~~services to planning and carrying out activities and smoothly move along in their learning, the public and b&mrnent. projects. Children have time to explore alternating during the long 3-hour mom- The methods ned in the Reggio Fanila their ideas and hypotheses fully and in ing learning time between periods of in- approach are llexibkd &OW for input depth. Projects and themes follow the tense concentration interspersed with brief children's ideas and development of con- moments of recoverylreorganization cepts. Projects, activities and experiences (Oppenheimer, 1999). The teacher's goal to each coatest and situation, with its own such as field trips and celebrations build is to help and encourage the children, setdpblem, and re- upon one another over tirne. They can allowing them to develop confidence and &pA&s work in extend for a couple of days, weeks, or inner discipline so that thereis less and less pairs, and colla~nand men* be- months depending on the age and interest need to intervene as the child develops. tween personnel throughout the system is level of the children. Children review and During the early childhood years, the sbcongty promoted A p&p@ia (peda- revise their original work and ideas, refin- teacher brings the young child into close '.-: gogical~-a ator) ing them as they have further experiences, contact with reality through sensory in- woh wia severairmtee consider further questions, notice more vestigation and practical activity and then high quality services. In addition, each details, make more connections, and ac- relies on the child's unfolding inner pro- school usually has a specialist (atelierim, quire improved skills. gram of curiosities and sensitivities to specialist trained in the visual arts) to work Collaboration is encouraged among ensure that the child will learn what he or with teachers and children to encourage Reggio Emllia children from an early age. she needs. During the elementary school e~on~gh~t~andsym-Children are active participants in their years, the teacher takes advanage of the . bol systems. The elassmorn should offer learning. They makemany choices through- children's unfolding imaginativeand logi-

Montessori LIFE Winter 2003 37 cal capacities, and peer-group interests In Reggio Emilia, documentation is a focus on authentic and valid ways of and sense of morality and justice, to inves- cooperative practice that helps teachers conducting assessment and evaluation. tigate how things relate in the universe, the listen to and see their children, thus guid- The AmericanMontessori Society issued natural order, and human societies, how ing curriculum decisions and fostering a position paper on "Learning and As- things have come about, what parts they professional development through col- sessment" recommending that assessment play over time, and what people today can laborativestudy and reflection (Goldhaber procedures in American classrooms move contribute to world peace and progress. & Gandini, 2001; Katz & Chard, 1996; toward formats (such as portfolios, pre- Montessori classrooms provide care- Oken-Wright, 2001). Teachers keep ex- sentations, multi-media projects) that fully prepared, orderly, pleasing environ- tensive notes on the children and portfo- more authenticallygauge children's abil- ments and materials where children are lios of children's individual and group ity to interrelate ideas, think critically, free to respond to their natural tendency to work. Then they construct panels, slide and use information meaningfully work individually or in small groups. shows, booklets, or videos to record (www.amshq.org). Montessori education Books, toys, and materials are carefully memorable projects and to explore and has been more friendly than Reggio Emilia chosen to favor refined quality and natural interpret the learning process. The port- education to empirical research on learn- materials, and children learn to treat them folios are shared with families at the end ing outcomes. In fact, many researchers respectfully. Books present images of the of the year, and teachers also meet fre- have demonstrated effectivenessof Mon- real world in a beautiful way, waiting to quently with parents to discuss develop- tessori methods and provided insight into introduce fantasy until age 5 or 6. Children mental issues. Teachers may also prepare children's gains with respect to reading progress at their own pace and rhythm, "diaries," or memory books, from pho- and literacy, mathematics, and motiva- according to their individual capabilities. tos, anecdotal notes, children's products, tion (e.g. Chattin-Nichols, 1992a;Loeffler, The school community as a whole, includ- and other meaningful documents,to trace 1992; Miller & Bizzell, 1983; Takacs, ing the parents, work together to open the the experience of each child in the school 1993; see summary at www.Montessori- children to the integration of body, mind, and become a precious goodbye gift to namta.org/generalinfo/rschsum.html). The emotions, and spirit that is the basis of the family. These help children reflect on American Montessori Society sponsors a holistic peace education (accepting and themselves as individuals and group mem- Teachers' Research Network to promote relating harmoniously with all human be- bers, and help them incorporate their teacher reflection on classroom practice ings and the natural environment). memories into their self-identity and au- (http://www .amshq.org). Their activities tobiographical narrative of their life. Fi- Assessment, Evaluation, include training teachers in working with nally, teachers help older children to cre- research mentors, interpreting research, and Research ateelaborateconstructions,artworks, and framing questions, using qualitative and In both approaches, children are as- performances to summarizeproject learn- quantitative methods, and conducting sessed by means other than traditional ing. Documentation helps teachers to fol- joint comparative studies between types tests and grades. Instead, parents receive low and study the ways the group of of schools. The organization also spon- extensive descriptive information about children develops ideas, theories, and sors an annual dissertation award to pro- their children's daily life and progress understandings (Project Zero, 2001). mote research on Montessori education. and share in culminating productions or Child testing and evaluation are like- performances. Portfolios or other prod- wise not intrinsic to the way Montessori Conclusion ucts of children's individual and group educators work. Yet as they increasingly Montessori and Reggio Emilia are two work may be displayed and sent home at interact with the world of public school strands ~f'~progressive,child-centered"edu- key intervals and transitions. education, dialog is leading to greater cation that are growing in influence in

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38 ~ontessoriLIFE Winter 2003 North America and have many points in The Reggio Emiliaapproach-Advancedreflections of four preschool programs: Sixth, seventh, and common. Both represent an explicit ideal- (2" Ed.) @p. 79-198). Greenwich, CT: Ablex. eighth grades.Child Development. 54(3), 727-74 1. Edwards, C. Gandini,L, & Forman, G. (Eds.). (1998). Montessori, M., with Chattin-MeNichols, J. (1995). ism and turn away from war and violence, The hundred languages of children: The Reggio The absorbent mind. New York: Holt toward peace and reconstruction. Both are Emilia approach-Advanced reflections (2"dEd.). New, R. (1993). Reggio Emilia: Some Lessons for built on coherent visions of how to improve Greenwich, CT: Ablex. U.S. Educators. ERIC Digest EDO-PS-93-3. Fontanesi, G., Gialdini,M., &Soncini, M. (1998).The New, R. (2000). Reggio Emilia: Catalyst for change human society by helping children realize voice of parents: An interview with Lella Gandini. and conversation. ERIC Digest EDO-PS-00- 15. their full potential as intelligent, creative, In C. Edwards, L. Gandini, & G. Forman (Eds.), Oken-Wright, P. (2001, Fall). Documentation: Both whole persons. In both, children are viewed The hundred languages of children: The Reggio mirror and light. innovations in early education: Emilia approach-Advanced reflections (2"d Ed.) The International Reggio Exchange, 8(4). as active authors of their own development, @p. 149-160). Greenwich, eT.Ablex. Oppenheimer, T.(1999). Schooling the imagination. leading the way toward growth and learn- Gandini, L. & Edwards, C. (2001). Bambini: The Atlantic Monthly, 284(3). pp. 71-83. Available [on- ing. Teachers depend for their work with Italianapproach to infant-toddler care. New York: line]:www.theatlantic.comlissues199sep/9909 children on carefully prepared, aestheti- Teachers College. waldorf.htm Gandini,L. &Goldhaber, J. (2001). Two reflections about Project Zero and Reggio Children, Italy. (2001). Mak- cally pleasing environments that serve as a documentation. In L. Gandini & C. Edwards (Eds.), ing learning visible: Children as individual and pedagogical tool and provide strong mes- Bambini: The Italian appmach to in&i-roddler care group learners. Reggio Children s.r.1. and Reggio sages about the cuniculum and about re- @p. 124-145). New Yok Teachers College. ChildrenIUSA. Humphreys, J. (1998, July). The developmental ap Renton, A. M. (2002). A multicultural perspective. spect for children. Partnering with parents propriateness of high-quality Montessori programs. Montessori Life, 14(2), pp. 45-47. is highly valued in both approaches, and Young Children, pp. 3- 16. Rinaldi, C. (2001). Reggio Ernilia: The image of the children are evaluated by means other than Katz, L.G. & Cesarone, B. (Eds.). ( 1994). Reflections child and the child's environment as a fundamental traditional tests and grades. However, there on the Reggio Emilia approach. Champaign, IL: principle. In L. Gandini & C. Edwards (Eds.), ERIC Document ED 375 986 (excerpts at hltpil Bambini: The Italian approach to infant-toddler are also many areas of difference, some at ericeece.orq/pub~ks/reggio.html). care (pp. 49-54). New Yo* Teachers College Press. the level of principle and others at the level Katz, L. G. &Chard, S. C. (1996). Thecontribution of Ruenzel, D. (1997, April). The Montessori method. of strategy. Underlying the two approaches documentation to the quality of early childhood Teacher Magazine. Available [on-line]: www. education. ERIC Digest EDO-PS-96-2. edweek.org/tm/l997/07mont.h08. are variant views of the nature of young Loeffler, M.H. (2002).The essence of Montessori in the Terrence, M.,& Chattin-MeNichols, J. (2000). Mon- children's needs, interests, and modes of elementary years. MontessoriLife, 14(2),pp. 39-40. tessori education today. J.L. Roopnarine & J. E. learning that lead to contrasts in the ways Loeftler, M.H. (Ed.). (1992). Montessori in contempo- Johnson (Eds.), Approaches to early childhood that teachers interact with children in the raryAmericanculture.Portsmouth,NH: Heinemann. education (pp. 18 1-219). Englewood Cliffs, NJ: Maier, B. (2002). On becoming a cosmic educator. Prentice-Hall. classroom, frame and structure learning Montessori Life, 14(2), pp. 41-42. Takacs,C. (1 993). MarottaMontessorischoolsofCleve- experiences for children, and follow the Malaguzzi. L. (1993). For an education based on land follow-up study of urban center pupils years children through observation/documenta- relationship. Yomg Children, 49(1), pp. 9-12. 199 1 and 1992 [Summary on-line]. Available: tion and assessment. Miller, L. B., & Bizzell, R P. (1983). Long-term effects www.Montessori-namts.org/generalinfo/~l DR. CAROLYN EDWARDS is a profes- sor in the departments of Psychology and Family and Consumer Sciences at Uni- versity of Nebraska, Lincoln. Explore the World

This article is adapted from Carolyn P. Edwards (2002), Three approaches from of the Child Europe: Waldorf, Montessori, and Reggio I Emilia, in Early Childhood Research and Practice [Online],4(1). Available: MtpJIecrp. uiuc.edu. The original work for the chart and 9A Teacher Education comparison was developed in conjunction with Carol Hiler for a presentation at the Early Childhood Kentucky Early Childhood Gssociation, and with Dr. Paul Epstein for a presentation at the National Association for the Education of Elementary I & II Young Children. The work for this publication was partially suppoaed by the Univer- r- I)%\ sity o~ebmkaInstibuteforAgricultural and Affiliated with the American Natural Resources, Journal Series 13851. Montessori Society References llin-6VAccredited hed 1 by MACYE Ceppi, G., & Zini, M. (1998). Children, spaces, relations: Metaprojecf for an environment for young children. Reggio Ernilia, Italy: Municipality of Reggio Emila Infanzia Ricerca. 1-Sr.Mary Cletur Hehman, Director Chattin-McNichols, J. (2002). Revisiting the great lessons. Montessori Life, 14(2), pp. 43-44. Providence Montessori Chattin-McNichols,J. (1992a). The Montessori con- troversy. Albany, NY: Delmar. Teacher Education Center Chattin-MeNichols,J. (1992b). Montessoriprograms Lexington, Kentucky in public schools. ERIC Digest ED 348 165. Edwards. C.P. (1998). Partner. nurturer, and guide: The 859-255-73 30 role of the teacher. In C. Edwards, L. Gandini, & G. Fonnan (Eds.), The hundred languages of children:

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