The Quarterly Periodical of the North American Reggio Emilia Alliance | June 2016

In Early Education: The International Innovations Reggio Emilia Exchange

Inside: The Culture of the Atelier in the Infant-Toddler Centers and Preschools of the Municipality of Reggio Emilia page 4 From Then to Now: Our Twenty-Year Journey of Building an Infant-Toddler Program in Dialogue with the Reggio Emilia Approach – A Conversation Among Cyert Center for Early Childhood Educators page 8 Finding Our Collective Values: “The Wonder of Learning – The Hundred Languages of Children” Exhibit in Pittsburgh page 20 Innovations In Early Education: The International Reggio Emilia Exchange Introduction

Published Quarterly by the North American Reggio In this issue of Innovations, we are publishing The next article, “From Then to Now: Our Emilia Alliance articles that continue the dialogue on topics Twenty-Year Journey of Building an Infant- June 2016 - addressed in our last two issues. Filippo Chieli, Toddler Program in Dialogue with the Reggio Volume 23, Number 2 atelierista at Balducci Preschool of the Pre- Emilia Approach – A Conversation Among EDITORS schools and Infant-Toddler Centers, Istituzione Cyert Center Educators,” a conversation Editor: of the Municipality of Reggio Emilia, continues among 12 educators at the Cyert Center for Judith Allen Kaminsky the focus on children’s creativity, which was the Early Education in Pittsburgh, PA, is strongly North American Reggio subject of Vea Vecchi’s article in the December connected to Chiara Spaggiari’s article on the Emilia Alliance 2015 issue, “Children Seen as Citizens Who role of participation in the Reggio Emilia [email protected] are Active Protagonists of Their Growth and municipal infant-toddler centers in the March Associate Editor: Learning Processes – The Secret of a Raindrop.” 2016 issue of Innovations, “An Active Attitude Lella Gandini, Ed.D. Reggio Children liaison in the In his article, “The Culture of the Atelier in the of Listening as the Premise and Context of U.S. for dissemination of the Infant-Toddler Centers and Preschools of the Every Educational Relationship.” In addition Reggio Emilia approach Municipality of Reggio Emilia,” Filippo discuss- to the value of participation, the Cyert educa- [email protected] es the aesthetic dimension of the atelier and tors focus on their foundation of respect and a Consulting Editors: the importance of creating learning contexts strong image of the child, the interconnection Carol Bersani, M.S. in which children develop their abilities to use of systems and organization, and engagement Kent State University materials and media as expressive languag- with the environment and materials as import- Jeanne Goldhaber, Ph.D. University of Vermont es. In Indications, the atelier is considered to ant factors in the evolution of their infant-tod- Eileen Hughes, Ph.D. be one of the essential elements for operation dler program. In Indications, the educational Western Washington University of the municipal infant-toddler centers and principle of organization is elaborated: Gigi Schroeder Yu, Ph.D. preschools in Reggio Emilia: The organization of the work, the spaces, Albuquerque Public Schools The atelier is a metaphor for the preschool and the time of the children and adults is a and infant-toddler centre as a laboratory structural part of the values and choices of From an agreement by Loris that gives value to the expressive potentials the educational project. The organization Malaguzzi in concert with and creativity of each individual and of all constructs a network of choices and the Eli Saltz in 1992. Collaboration and the children. . . The atelier underscores the assumption of shared responsibility at the consulting with Reggio Children importance of imagination, aesthetics, and administrative, political, and pedagogical and the Istituzione Scuole e Nidi d’Infanzia, Municipality of the theory of the hundred languages in the levels—choices that contribute to guarantee- Reggio Emilia, Italy. Supported formative and knowledge-building paths; it ing identity, stability, and security to the chil- by Amelia Gambetti, Paola Riccò, contributes to giving visibility to the listen- dren and to the educational service, connot- and Emanuela Vercalli, Reggio ing and the documentation of the learning ing it in its potentialities, quality, and praxis. Children International Network processes of the children and the adults. (Istituzione of the Municipality of Reggio Exchanges. (Istituzione of the Municipality of Reggio Emilia, pp. 12-13) Emilia, p. 18) © 1992 Innovations in Early The educational principle related to environ- Education: The International Reggio ment, spaces, and relations is explained in this Emilia Exchange way in Indications: The atelier is a metaphor for The interior and exterior spaces of the infant- the preschool and infant- toddler centres and preschools are designed and organized in interconnected forms that toddler centre as a laboratory foster interaction, autonomy, explorations, that gives value to the and communication and are offered as Image Credit expressive potentials and places for the children and for the adults to Image on cover of Atelier Ray research and to live together. (Istituzione of of Light in Pittsburgh, PA creativity of each individual the Municipality of Reggio Emilia, p. 13) courtesy of Amy Strada and of all the children. Next, in the “Voices” column, four members of –Indications – Preschools and Infant- “The Wonder of Learning – The Hundred Lan- Toddler Centres of the Municipality of guages of Children” exhibit host community in Reggio Emilia Pittsburgh—Carolyn Linder of the Jewish Fed- eration of Greater Pittsburgh and Mary Moore,

2 Innovations in Early Education NAREA Mission Statement

The interior and exterior spaces of the infant-toddler centres and The North American Reggio Emilia Alliance (NAREA) is a network of preschools are designed and organized in interconnected forms that educators, parents, and advocates foster interaction, autonomy, explorations, and communication and seeking to elevate both the quality of life and the quality of schools are offered as places for the children and for the adults to research and centers for young children. and to live together. We envision a world where all children are honored and –Indications – Preschools and Infant-Toddler Centres of the Municipality of Reggio Emilia respected for their potential, capabilities, and humanity.

Our mission is to build a diverse Audra Selkowitz, and Amy Strada, current and REFERENCE community of advocates and former educators at the Cyert Center—write Preschools and Infant-Toddler Centres, teachers to promote and defend about the impact of the exhibit’s presence the rights of children, families, Istituzione of the Municipality of Reggio and teachers of all cultures through a reflection on the history and identity Emilia. (2010). Indications – Preschools and through a collaboration of of their educational community and their com- infant-toddler centres of the municipality colleagues inspired by the Reggio munity as a whole in “Finding Our Collective of Reggio Emilia. Reggio Emilia, Italy: Emilia philosophy. Values: ‘The Wonder of Learning – The Hundred Reggio Children. Languages of Children’ Exhibit in Pittsburgh.” NAREA BOARD Finally, the “Perspectives on NAREA” column Co-Chairs features the call for proposals for the first Inno- Barbara Acton, M.A. vations peer-reviewed issue in September 2017, Ohio which will focus on “Building Collective Knowl- Margie Cooper, Ph.D. Georgia edge in a Learning and Democratic Communi- ty Through the Processes of Documentation.” Board Members Then Patty Randall, NAREA professional de- Jennifer Azzariti, Ed.M. velopment and social media coordinator and Washington, DC Karyn Callaghan, M.Ed. Peachtree Presbyterian Preschool director of ed- Ontario ucational practices, shares the highlights of the Simonetta Cittadini-Medina 2016 NAREA Winter Conference, “Values and Florida Quality of Life Within the Context of an Edu- David Fernie, Ed.D. cating Society: Responsibility, Community, Cit- Massachusetts izenship, and Creative Thinking,” and Janice Angela Ferrario, M.Ed. Woods, program director at Chicago Commons Massachusetts Brenda Fyfe, Ed.D. Child Development Program, shares reflections Missouri on that conference. Amelia Gambetti Reggio Emilia, Italy Lella Gandini, Ed.D. Massachusetts Jeanne Goldhaber, Ph.D. Vermont Jennifer Kesselring Oklahoma Beth MacDonald Minnesota Susan Redmond South Carolina Jennifer Strange, MAT Missouri Pat Tarr, Ph.D. Alberta

June 2016 3 The Culture of the Atelier in the Infant-Toddler Centers and Preschools of the Municipality of Reggio Emilia By Filippo Chieli

Filippo Chieli is currently the atelierista at the Balducci Preschool of the Preschools and Infant-Toddler Centers, Istituzione of the Municipality of Reggio Emilia. Prior to this, he was the atelierista at the Rodari and Fiastri preschools in S. Ilario D’Enza (Reggio Emilia). Filippo participated in the course for atelieristi for the planning and coordination of expressive ateliers for children organized by Reggio Children. He has also partici- pated in various professional development initiatives in Italy and abroad. The following article is based on a presentation given by Filippo at the Eleventh NAREA Summer Conference in Pittsburgh, PA on June 18–20, 2015. Deanna Margini, pedagogista for Preschools and Infant-Toddler Centers, Istituzione of the Municipality of Reggio Emilia, was also a speaker at this conference.

I would like to start with this quotation from relationships. Therefore art assumes a strong Loris Malaguzzi because, in a way, it gives a cognitive value for children as well as adults. shape to the desires and the horizons of this For this reason, it allows us, as adults working idea of a new kind of school. Malaguzzi said, with children, to increase our abilities to read “ . . . a school made up of assemblies of ateliers, and interpret the way children build knowl- of places where the children’s hands, rather edge. than being bored, can joyfully converse anew with their minds. ” This is why the atelier as a place and the culture of the atelier entered into the everyday life of As Deanna said before, certainly one of the es- the school. It was seen as a way of giving the sential elements of our educational project is hands and minds and emotions of the children the atelier. The atelier originated in the begin- a way to be active. It is important to say that the ning of the experience in Reggio Emilia—in the atelier is not considered just an appendage that early 1970s, when in Reggio and in Italy in gen- can be removed or simply taken from one place eral, there was a lot of ferment in education re- to another in the school. The school is not on lated to the desire to create a new kind of school. one side and the atelier on the other. Instead, Consistent with this idea, Loris Malaguzzi we think of a school of research in which the introduced this space, the atelier, and also a new atelier is an essential component. professional figure into the school, which was the atelierista—a person with an arts education In schools in other places in Italy, outside of background. Reggio Emilia, there are experiences of ateliers and atelieristi. But more often than not, these Naturally, this was a very courageous choice experiences include specific appointments because it was a concrete testament back then, or schedules outside or inside the particular but also today, of the importance given to school, where it often happens that the class- imagination and creativity in the educational room teachers delegate to the atelierista a se- and knowing process. This introduction of the ries of experiences or activities to carry out atelier and the atelierista into the school, in a with the children. These experiences often take certain sense, created a new kind of encounter place within scheduled times and scheduled between pedagogy and art. We could ask: What physical places. is the role of art in our experience? Another term that is important in thinking First of all, we see art as a breaking down of about the atelier is technique. It is important conformist thinking, as a special kind of chan- for the atelier not to become simply a place for nel for encountering beauty, and as a tool for teaching techniques. In the encounter with the supporting the development of sensitivity to various languages, obviously techniques are

4 Innovations in Early Education In the culture of the atelier, the idea is to create learning contexts in which children are moving toward an expressive use of the languages, and the adults are not dominating the children. –Filippo Chieli

necessary and important, but techniques have creativity, sensitivity and imagination, the to evolve into expression. In the culture of the aesthetic dimension and expressiveness. atelier, the idea is to create learning contexts in Within this interesting encounter between which children are moving toward an expres- pedagogy and art, creativity is understood as sive use of the languages, and the adults are something that has to be part of everyone, not not dominating the children. a privilege for the few and not a quality or a mental ability exclusive to artists. The metaphor of the hundred languages developed by Loris Malaguzzi speaks to us of Carla Rinaldi, a pedagogista from Reggio the hundred ways that children come to know. Emilia and the president of the Reggio Chil- It urges us to expand the horizons of the ex- dren-Loris Malaguzzi Center Foundation, pressive languages, as all languages have an wrote in a book about creativity: “Creativity is expressive capacity and necessity. The meta- a potential or potentiality that accompanies the phor of the hundred languages has more to do life of each individual, and it becomes one of with developing a way of knowing that passes the traits on which the uniqueness and unre- through an intense relation with things. The peatability of each person is based.” hundred languages connect rationality and

June 2016 5 This aesthetic dimension is a process of empathy between all of the things that we have around us. It is a very fine thread—an aspiration toward quality—an attitude of attention and care toward what we do. It is also a desire to give meaning to what we do—to know how to be amazed and astonished and to wonder. –Filippo Chieli

Loris Malaguzzi also helps us to focus on what In this sense, it is the atelierista, along with the we mean by creativity: teachers, who has the task of designing con- Mankind, the individual, cannot do without texts that are highly evocative—where differ- creativity and, on the other hand, creativity ent types of knowledge in different languages is inescapable; every being, in some way, al- can resonate with each other—ensuring that ways bears creative potential. All people are questions are what can spawn and foster curi- potentially creative. The person who robs me osity—trying also to investigate subjects from of the possibility to attempt to be creative multiple points of view and to go deeper into not only steals something from a man but certain aspects without neglecting others. This also from humankind in the broadest sense. is a way of working on the borderlines between the languages, attempting to give visibility Alongside this concept of creativity, it is also to both the individual and the group learning very important for us to speak about what we processes. The word process is very important call the aesthetic dimension, because it is an- for us because the process is the part of other element that characterizes the atelier and constructing knowledge that is most alive and the culture of the atelier. What do we mean by most interesting. the aesthetic dimension? Together with Vea Vecchi, we could say that perhaps, first of all, this aesthetic dimension is a process of em- pathy between all of the things that we have around us. It is a very fine thread—an aspira- tion toward quality—an attitude of attention and care toward what we do. It is also a desire to give meaning to what we do—to know how to be amazed and astonished and to wonder. Per- haps it is the opposite of indifference and the opposite of a lack of participation and emotion.

Gregory Bateson, the British anthropologist, said that by aesthetic, he meant sensitivity to the pattern that connects. It is good to think This is how and why the atelier has invaded all about the term aesthetic or aesthetics not strict- the spaces of the school. In fact, we like to call ly in relation to the term beautiful, but rather to it the diffused atelier. In the same way that the the terms sensitivity and connection. We can figure of the atelierista does not stay inside the vibrate with the world that we have around us space of the atelier and the culture of the atelier thanks to the aesthetic dimension. expands throughout the school, this sort of contagion leads to the creation of other and Over time, we have become more aware that new spaces in the school—spaces like the mini- sensory perceptions, like pleasure and empa- ateliers. The mini-ateliers are small spaces that thy, can become activators of learning that are are either inside or very close to the classrooms very, very powerful and that create the seeking where children and teachers can work in small of connections between these various ways groups. The mini-ateliers offer daily experienc- of knowing and languages. The intensity and es of making the various languages visible and quality of the relationships that arise from this practical. They also give children the possibili- approach help the children to listen with more ty of spending more time on certain investiga- sensitivity and participation. Perhaps they also tions and certain projects—time for children’s help us, as adults, to glimpse the ways in which research in relation to the various subjects that children develop their own knowledge.

6 Innovations in Early Education are investigated by the group—offering the tion as our second skin, because it is part of our The idea is to create possibility to keep children’s work out over identity. Documentation is important because successive days. it offers itself to whoever comes into the school. the conditions that make these dialogues The culture of the atelier translates into a Very often now, we, along with the children school seen as one big laboratory or workshop and their families, see visitors in our schools. between materials, where the atelier is a like a large sounding The primary task of documentation is to give spaces, and children board—from which ideas come and into which visibility to the children and to their poten- possible—creating ideas go. Sensitivity, attention, proposals, and tials, to their learning processes. As Deanna projects come in and out of the atelier, where mentioned before, documentation is import- and preparing all the spaces are organized and prepared for ant because it represents the background and contexts that are hosting the children’s research. The idea is the premise for progettazione and the meet- to create the conditions that make these dia- ings and discussions between the teachers. open to children’s logues between materials, spaces, and children The idea is not about creating final or finished knowledge-building possible—creating and preparing contexts that products—documentation is also very import- exploration. are open to children’s knowledge-building ant for communicating with the families. exploration. –Filippo Chieli Documentation creates visibility that can be- I would also like to touch on two important come even more public when we create exhi- concepts that are extremely important to our bitions that we think of as public forums for educational project—documentation and com- discussions between parents, teachers, and munication regarding the projects and the also community members—forums or contexts work carried out with children—in which we where we can promote and discuss a new idea always see the presence of the atelier and the of childhood, a new idea of education and of atelierista as an important element. We have knowledge. This is the objective of the exhibi- documentation and communication in various tion, “The Wonder of Learning – The Hundred narrative forms—on wall panels, and in various Languages of Children,” which is currently kinds of books and publications, daily diaries, touring North America. videos, and exhibitions. We define documenta-

Image Credits

Images in this article — Plant metaphors: Pear-woodpecker/ Pear-doublebass/Pear-mermaid; Ernesto Balducci Municipal Preschool, the atelier: Children exploring instruments’ voices during the project “Risonanze. Ascolti, produzioni e composizioni tra musica e danza”; and Ernesto Balducci Municipal Preschool, the central piazza: The documentation panels dedicated to the project “Risonanze” — © Preschools and Infant-Toddler Centers — Istituzi- one of the Municipality of Reggio Emilia

June 2016 7 From Then to Now: Our Twenty-Year Journey of Building an Infant-Toddler Program in Dialogue with the Reggio Emilia Approach – A Conversation Among Cyert Center Educators

From left in front: Jennifer Kemp, Beverly Paul, Amy Smith, Brianna Moskal, and Suzanne Grove; From left in back: Audra Selkowitz, Mary Rose Debor, Barbara Moser, Chris Volz, Carla Freund, Megan Capizzi, and Mary Moore

The Cyert Center for Early Education is a year-round early care and education program at Carne- gie Mellon University in Pittsburgh, PA. The center has been inspired by the fundamental principles of the municipal infant-toddler centers and preschools of Reggio Emilia since 1993 and continues to be involved in the serious study of the approach. Our school has sponsored more than 25 educators to participate in the study groups in Reggio Emilia, Italy. Carla Freund is the director; Mary Moore is the Younger Cluster educational coordinator; Barbara Moser and Suzanne Grove are the studio educators; Amy Smith, Audra Selkowitz, Beverly Paul, and Jennifer Kemp are classroom coordina- tors; and Chris Volz, Megan Capizzi, Brianna Moskal, and Mary Rose Debor are early childhood educators.

During the summer and fall of 2015, “The Wonder of Learning – The Hundred Languages of Chil- dren” exhibit and NAREA Summer Conference brought many visitors to Pittsburgh. Our school was engaged in all aspects of the initiatives surrounding the exhibit and conference and welcomed the opportunity to connect with early childhood educators from around the country. These opportuni- ties to interrelate, inquire, and seek shared meaning motivated us to ask new questions of ourselves, articulate our values, and examine our experience. During the evening reception for the November exhibit-related initiative, “Reggio Emilia at the Confluence: Bridging Partnerships on the Path of Learning – Action & Industry as Agents for Change,” Lella Gandini, Reggio Children liaison in the U.S. for dissemination of the Reggio Emilia approach, spent time with infant and toddler educa- tors from the Cyert Center. Lella had visited our school during the late 1990s, and the conversation during the reception turned to the growth and development of the infant and toddler program over the past two decades. She encouraged us to share that story. We gathered together on a recent in-service day and engaged in a reflective exchange regarding the birth and development of the program. The following article includes focal points from our conversation.

Historical Perspectives

Carla Freund: Our school was first known as centers were becoming more prevalent in the the Carnegie Mellon Childcare Center, estab- United States; however, it was not until the lished in 1971 by female faculty with young early 1990s that the growing need for infant-tod- children. At that time, we served preschool-aged dler care (3 months to 2 1/2 years) became a children (2 1/2 to 5 years of age). By the early bigger conversation on the university campus. 1980s, voluntary and for-profit infant-toddler At the very same moment in time, the center

8 Innovations in Early Education was becoming part of an early movement to dren’s backs at rest time. We had many systems Our school was learn about the Reggio Emilia approach, and to figure out, and we were grateful for their sup- many of the educators attended presentations port. engaged in all aspects given by educators from Reggio Emilia, which of the initiatives I think between 1997 and 1999, it be- were becoming more common at conferences Mary: surrounding the exhibit around the North Atlantic and the Midwest. came really obvious how critical it was to have care for infants and toddlers on campus be- and conference Mary Moore: In 1997, the center moved from cause shortly after that, the wait list exploded, the basement of a dormitory to its current and a conversation about another expansion and welcomed the first-floor position in the same building. Fortu- began. For this reason, we really did not have opportunity to connect nately, the influence of the Reggio Emilia ap- many years to fully develop that first foray with early childhood proach was considered during the planning of into infant-toddler early education. Richard that first expansion, and we collaborated with Cyert (sixth president of Carnegie Mellon Uni- educators from around an architectural firm interested in creating a versity) and his wife Margaret were long-time the country. These unique space for young children. With space to supporters of our school, and the center was accommodate more children, were infants and renamed “The Margaret Shadick Cyert Center opportunities to toddlers considered in this expansion from the for Early Education.” It was very close to Mar- interrelate, inquire, and planning stages? garet’s heart that there be child care on campus seek shared meaning couched in education and best practices. This Carla: It was definitely a vision of Marsha Post- shifted the focus of the conversation within the motivated us to ask new er, who was our director at that time, to have an larger university community from the need for questions of ourselves, infant-toddler program, so it remained on the child care spaces to “What is child care?” and agenda for conversation. In my recollection, the “What is quality?” articulate our values, renovation began without a final decision on and examine our this question. Close to the time of enrollment, Chris Volz: Because of the rapid evolution there was still uncertainty. of child care at that time, the National Asso- experience. ciation for the Education of Young Children Barbara Moser: Though infant-toddler centers (NAEYC) became more recognized as a refer- were a rapidly growing necessity, clear visions ence point for parents who were seeking more of what these centers should look like, from the assurance about the quality of child care pro- number of children and educators per class- gramming. The Cyert Center was one of the room to the general design of the space, were first 100 programs in the U.S. accredited by in their beginning stages. The addition of an NAEYC. In addition, Newsweek published an infant-toddler space to an existing child care article in 1991 entitled “The Best Schools in the program naturally caused some growing pains. World,” and one of the municipal preschools of Reggio Emilia was among them. As the word Carla: When we opened that first year, there circulated around campus, everyone wanted to were 12 infants, 8 toddlers, and 5 educators know more. Our educators began traveling to spread between two adjoining classrooms. It different locations to find out what was happen- was very empty, and we didn’t know exactly ing in centers participating in inspired early how to fill it. It was very much a “learning while education. We visited the Model Early Learn- doing” experience. There was a closeness that ing Center in Washington, DC, which served developed with the parents; they rolled up their Head Start eligible 3–6 year-old children and sleeves and did things like helping us pat chil-

June 2016 9 was the only school outside of Reggio Emilia because we were struggling with all of the ever accredited by Reggio Children. We also changes. I specifically recall Jennifer Azzari- had a group of educators and parents that par- ti’s persistent request that infants and toddlers ticipated in the Reggio Emilia study tours. We come to the studio. We had not yet developed began developing our own workshops based a system for releasing one educator from the on our growing knowledge and interpretations classroom to facilitate a small group experi- of what we were encountering. ence, so I was very resistant, but eventually acquiesced. The time that the toddlers spent Barbara: It was an auspicious time. Not only in the studio turned out to be very worthwhile, We were exploring did the center receive a monetary gift, but and we quickly prioritized these experiences. large amounts of grant funding also began to questions like, It was all so unsettling, yet at the same time, move us along the path of understanding with we were relying on each other and taking on an “What does it mean greater speed because the funding came with attitude of “rolling up our sleeves.” It became a to participate in a an obligation to offer professional development “mountain top” experience—one we will always to the community. Though we remained dedi- remember. project?” and “What cated, we hardly felt ready for other programs is meaningful to the to consider us as a guidepost for work with in- Chris: I recall trying to get a better under- fants and toddlers. This was a challenging and standing of project work at that time. As it children?” We were wonderful time. We began to pour our energy happened, one of the educators in the Young following the children’s into realizing the highest quality infant-toddler Toddler classroom was getting married, and program we could imagine. Our vision contin- someone sent her a bouquet of flowers. The leads, which not only ued to expand as we began searching for our children were awed by this bouquet; they informed our next own points of reference, both nationally and wanted to explore it, talk about it, and make steps but also further internationally. connections to other things they knew about. The parents became a part of the conversation. strengthened our They got really involved, not just with the work image of the child. of the project but also with other classroom ini- tiatives. I remember sharing that project in a –Chris Volz presentation. We were exploring questions like, “What does it mean to participate in a project?” and “What is meaningful to the children?” We were following the children’s leads, which not only informed our next steps but also further strengthened our image of the child.

Carla: Mary and I presented one of our first understandings of project work. Amelia Gam- betti was present, and the whole purpose of the From left, Judy Abrams, former program director, and conference was to share work, grow connec- Jennifer Azzariti tions, and offer critique. We shared a couple of mini-stories. The reason I mention it is because Carla: Professional development for infant and we received validation that we were growing in toddler teachers became politically relevant. our understanding. We were still in a chaotic The foundations supporting our work were and uncertain place, but in this instance, we eager for us to have frequent visitors and offer were learning how to capture meaningful en- workshops as a form of outreach. Meanwhile, counters. One was a story about the children’s we were struggling to build our own infant-tod- discovery of a bird and its nest on our play- dler program. We were fortunate to work with ground. Jennifer Azzariti (our “atelierista-in-residence” at that time), Sonya Shoptaugh, and Louise Mary: They were very simple stories, but we Boyd Cadwell, who served as our consultants talked about why they were important—why between 1998 and 2002. Lella Gandini, who they were significant to the children and why had more experience with infants and toddlers, it was significant to capture and share them as visited our school during that time period. infant-toddler educators. As our understanding Each of these colleagues had a different exper- of project work was growing, another import- tise to offer, which we were grateful for, though ant development began to happen, which was it was a challenge to be consistently receptive, very much facilitated by Sonya. We began en-

10 Innovations in Early Education This time, we had a sense of direction, and there was an incredibly strong desire to build a foundation through systems and an organization that embraced the same sense of respect for the child. –Mary Moore gaging in self reflection. I distinctly remember would see her child covered in paint, and so on. a time when an educator brought a child to the We began to understand that questioning and studio to paint, and she did not stop the child reflection were critical aspects of this work, from painting all over herself. We were upset and it slowly became a regular practice. Just as about this, but instead of saying to the educator, we began to feel a sense of growth, our second “Don’t do that again; children shouldn’t paint expansion came in 2000. This time, we had a on their bodies,” Sonya asked questions of all sense of direction, and there was an incredibly of us together that made us think and articulate strong desire to build a foundation through why we were uncomfortable. It came down to systems and an organization that embraced respect—respect for what the child was capable the same sense of respect for the child. of, respect for the perspective of the parent who

Foundation on Respect and a Strong Image of the Child

Barbara: Without a doubt, those that worked hurdle. In addition, we inherited a space that so hard to shape the infant-toddler program was full of potential, but in its pristine state, up to that point must have felt a suspension in it was unresponsive to the inhabitants. It con- progress or, worse still, a regression. I began sisted of a kitchen, two playrooms, and a sep- my experience at the Cyert Center as an educa- arate napping and changing area. This might tor in the newly opened Infant Wing. I believe sound like a dream space, but it had its draw- that of the seven individuals that made up the backs. For instance, we were like a small school educator team, three of us had first-hand expe- of our own within a larger one, and we felt cut rience working with infants. That alone was a off from the ebb and flow of the center at large.

June 2016 11 the program we have today. There was never a question that you were going to approach the education of the infants and toddlers in a different way.

Beverly Paul: You wanted to have the same standards as you had for the preschoolers. I think what made it successful was your image of the child; there was a real shared vision of what you wanted the program to look like— which principles and values you wanted to uphold.

Barbara: The image of the child challenged us to think about the image of ourselves as educa- tors and, in turn, the image of the parent. The triad that exists in this philosophy supported We found that scholarly, persistent, the constant reexamination of our own work. and optimistic dispositions became We found that scholarly, persistent, and opti- mistic dispositions became the cornerstones the cornerstones of what we were of what we were building, and the self-reflec- building, and the self-reflective pro- tive process became the scaffolding that lift- ed us from one level to another. For example, cess became the scaffolding that staff turnover was at an all-time high in the lifted us from one level to another. infant-toddler program, and there was a fairly –Barbara Moser rhythmic turnover in the preschool component as well. This is difficult in any situation, but in a school that has adopted a relationship-based This posed its own challenge, as the school it- approach, it is devastating. We had to take ac- self was still adjusting to this new component, tion to identify and invest in committed mem- and the infant-toddler educators were actively bers of the school who would become the torch- advocating for an equal voice. In addition, the bearers and banner carriers of excellence. We size of the space lent itself to larger enrollment. had to re-evaluate our hiring and mentoring We had 27 children that year, and although this practices and later strengthen our systems for better addressed the waitlist, we were far from continuity of care. We did this by adopting a knowing how to interact with the uniqueness looping process, whereby educators moved and individuality of each of these small human with children through the school, further forti- beings and their families. But as Mary said, fying relationships. the school had cultivated a strong image of the child, and we continued to place this image at Mary: Forging the program one level at a time the forefront of daily challenges. only happened because we never let the parts of the scaffolding below us disintegrate. We Mary Rose Debor: It is so wonderful to be here sensed when we needed to go back and shore now as a newer infant-toddler educator. I am things up. Again, this was not easy. I cannot tell getting a real sense of the history while hearing you how many times it felt that we were taking the stories and setbacks that ultimately shaped two steps forward then one step back.

12 Innovations in Early Education Interconnection of Systems and Organization

Audra Selkowitz: It seemed there was a grow- Suzanne: In the beginning, we tried full-team It seemed there ing understanding of how the interconnection planning, but multiple interruptions made it of systems and organization could support the difficult. We were planning in the classroom was a growing forward momentum. Suzanne, was it around with two support educators helping as many understanding of how that time you and Barbara began to create a children as they could in the nap room and back the interconnection core structural foundation in the Infant Wing? classroom. We then shifted to split plannings, when at least 3 or 4 of the educators met outside of systems and Suzanne Grove: Some individuals who had a of the classroom and the remaining team had organization could natural mindset for systems began banding to- the help of support educators. I remember try- gether to institute strategies that improved the ing different models, and we felt like we were support the forward overall quality of the experience. Because the making progress. At the same time, we had to momentum. Infant Wing team was made up of seven educa- have systems to communicate what happened –Audra Selkowitz tors, the coordination of care was critical. Mas- at the planning so that the rest of our team was ter charts that organized feeding, diapering, informed, which was a bit tricky. Eventually, napping, and indoor and outdoor small group the co-constructivist nature of the approach experiences were essential for creating equal drove us to find a way that we could plan effec- opportunities for educators to tend to both basic tively as a whole team. and higher level needs. This strengthened and deepened the infant educators’ relationships Mary: I distinctly remember when we were try- with the children, families, and one another. ing to figure this out, and Jennifer Kemp brave- Creating systems was definitely a strength of ly came forward and said, “It doesn’t feel good mine, and I offered it. Likewise, there were indi- to be absent from planning.” It wasn’t said in a viduals who were able to mentor me in the phi- complaining way, but in a manner that implied losophy. This supported my understanding of it was important for us to think about this. That collaboration and relationships within a team comment and many others shifted the way we of educators and the school as a whole. began to think about the rights of educators. It was great that we were finally having planning Megan Capizzi: How did you plan at this time? sessions, but it wasn’t enough. We began ask- Was it a struggle to get all seven Infant Wing ing: How can we have equality of information educators in a planning meeting at the same and resources? These questions helped us un- time? derstand our values and the actions we could take to continue to embrace the values as we grew in our understanding of the work.

The Development of Pedagogical Documentation

Barbara: There was the constant hurdle of Suzanne: I remember my first attempts at doc- moving ourselves from an individualistic umentation, which were more like snapshots American cultural mindset to a collaborative of the day. We often chose a couple of photo- interconnectivity that supported the recog- graphs of children on the playground and nition of the strengths within ourselves and wrote about them in a generalized way. others. A reciprocal reliance upon one another began to emerge along with our mutual invest- Barbara: We began trying to identify pivotal ment in the program. Once we got our systems moments when meaning was being cultivat- in order, we could shift our attention to other ed between the children, the children and the things that we were trying to understand, like environment, and the children and the larger documentation. We are often asked about what community. was happening in regard to documentation Mary: I often reflect on a small moment that in these early stages. Were we able to engage occurred between two infants many years ago, in this process? What did it look like? In my when they were lying on the floor facing each recollection, the evolution was not exactly other, and one tried to comfort the other by linear; there were peaks and valleys in our sharing her pacifier. I was astounded—these interpretations.

June 2016 13 babies were six months old! I felt that anything there was a compelling sense of being able to I had previously been taught about empathy express on a deeper level what was happening developing at a much later age was untrue. It with the children’s experiences, learning, and was a pivotal moment, because I looked at the relationships. This was the beginning step infants in a brand new way, free of prior assump- toward pedagogical documentation for me. tions. These were stories that had to be told, and

Cultivating Intellectual Partnerships with Parents

I remember an ongoing Suzanne: Can we touch upon the development and spend time with us during the first week concern about asking of our relationships with parents—from merely of the program. This left participation open to informing through documentation and other interpretation. Some parents came and stayed, parents to deviate from forms of communication, to seeking the intel- some came for an hour or so, and some did not their work life to be with lectual partnerships we cultivate today? I do come at all. In truth, there was not a clear vision us. There were some not think that we had the mindset to partner of what this should be or why it should be. After with families when we were just trying to sur- some reflection, we began to understand both parents who came vive. Barbara, could you briefly talk about how our right and responsibility to communicate forward in support of the relationship with parents began to develop to parents, on behalf of the children and the the year the Infant Wing was opened? Can you parents themselves, that this experience would the process from the talk about the process for welcoming the fami- be the foundation of a long and meaningful beginning. Their lies at that time? relationship. We had to handle the gentle tran- voices were the ones sition of care and formation of trust with the Barbara: As I recall, during our grand opening utmost respect. We changed our approach the who helped bring about week, it seemed that the idea of a welcoming following year, and from that point on, we shift- consensus building in occasion was in the making, and it was inspired ed from inviting parents to come “see what we by the inserimento concept of welcoming that are doing” to actively mobilizing them to “help those early years. was taking place in the infant-toddler centers shape what we are developing.” The parents –Carla Freund of Reggio Emilia. Our version was presented slowly became our partners and advocates. to the parents as more of an invitation to come

14 Innovations in Early Education Carla: I remember an ongoing concern about study groups, we were focusing on Chapter 14 asking parents to deviate from their work life to of The Hundred Languages of Children (2012), be with us. There were some parents who came and we spent a good deal of time reflecting forward in support of the process from the be- upon this concept. We dug deeper through ginning. Their voices were the ones who helped questioning. What do the parents seek to un- bring about consensus building in those early derstand? What possibilities exist for parents years. When it was not just educators alone to offer their strengths to our community advocating for the Welcoming Process, as it initiatives? In what format can we share the became known, two things happened. First, it work of the children that generates inquiry and became easier to ask parents to participate in dialogue? the process, and second, if they were reluctant or had questions about it, we could refer them Mary: Working with parents in this way has to parents who had experienced it firsthand. become a major part of my life at our school. When we approach a new initiative, I can’t help Beverly: I remember explaining to our former but ask myself: Where are the parents? Who program director, Judy Abrams, that I wanted has better knowledge about the child than the to get parents involved as partners. Judy gently parent? Without them, we only know a part of reminded me that our goal was for them to the child’s story. become “intellectual partners.” That was a ma- jor shift in my development. In our evening

What do the parents seek to understand? What possibilities exist for parents to offer their strengths to our community initiatives? In what format can we share the work of the children that generates inquiry and dialogue? –Beverly Paul

June 2016 15 Engagement with the Environment and Materials

Suzanne: Several years after the second ex- really supported each other to make the small pansion, it began to feel as if many aspects of group work happen, and then we would follow the infant-toddler program were aligning, and up with each other by sharing about the experi- we could see more potential for the work with ences, analyzing the information children gave children. We began seeing more clearly the us, and then designing the next experience relationship between the moving parts of our based on common threads as part of a recipro- interpretation of the approach within our con- cal process. I remember studying the children’s text: observation, documentation, dialogue, encounters during an exploration with paper. I analysis, immersion in materials, the organiza- began to understand in more specific ways that tion and aesthetic of the environment, and the some children wanted to be enveloped by pa- planning of relevant experiences. That being per; some wanted to crumple and rip it; some We began seeing said, seeing the parts more clearly did not nec- wanted to dissect it; and others just wanted to more clearly the essarily translate into practical application. use it as a runway on the floor. It was a new lev- el of thinking for me. relationship between Amy Smith: I began in 2003 as an infant ed- . . . observation, ucator, and I recall that there were still some Brianna Moskal: When I first came into the inconsistencies between our approach and school as an intern, the daily experiences that documentation, our context. For example, the materials we of- offered a variety of natural, beautiful, and dialogue, analysis, fered were mostly man-made, and we also had open-ended materials affected me strongly. a lot of brightly colored plastic items. Over the One of my most vivid memories was entering immersion in next couple of years, we slowly transitioned the dining room alongside a group of children materials, the away from these things. We shifted our focus and discovering paper cascading down from organization and to balancing the environment with natural, the ceiling and across the floor with an image open-ended, and recycled materials. I remem- of a sunflower projected onto the wall; it was aesthetic of the ber engaging the parents in the conversation. breathtaking. environment, and We asked, “What do you notice the children doing, and how can we change the environ- Audra: I began working at Cyert Center in the the planning of ment and materials to best support their inter- summer of 2006, and there was a lot of focus on relevant experiences. ests?” With each iteration of the infant-toddler the environment at that time. When I moved to the Infant Wing that next fall, we conducted an –Suzanne Grove program, we were learning from the past year. We were also developing an appreciation for in-depth, long-term study of the children’s en- longer-term investigations. The team members gagement with the environment and materials.

16 Innovations in Early Education The team members really supported each other to make the small group work happen . . . by sharing about the experiences, analyzing the information children gave us, and then designing the next experience based on common threads as part of a reciprocal process. –Amy Smith

As someone who was new to work with young tions. Suzanne and Barbara’s changing roles children and to the approach, focusing on one added even more momentum to the continued of the principles in such an intense way was development of a high-quality infant-toddler very helpful. I remember making a music and program, as well as equal rights for this compo- sound space and spending a lot of time think- nent within the school. ing about the environment as a very dynam- ic organism that interacts with the children. Audra: As the work with the environment and It allowed me to combine thinking about the the focus on materials was shifting and grow- developmental aspects and the philosophical ing, we all started to read Infants and Toddlers aspects of early childhood education. At Work (2010). The fact that we read the book as a whole school really unified everyone on Brianna: When I joined the Infant Wing later this path. That was when the trajectory of work that year, I remember the environment being with materials was considered more carefully. so beautiful and inviting. It was clear to me how I remember sitting in an evening study group important the aesthetic of the environment tru- discussing mark making and drawing, and ly is, and I remember thinking that it must have Sandy Johns, who was a Pre-K/Kindergarten always been that way, not realizing the history educator at that time, said something that stuck behind it. with me. She explained that while she had done much drawing with children, she never really Suzanne: It was around this time that we began thought about how that development unfolded to see a development in our ability to uncover from birth to age five. That was a very poignant the children’s ideas and questions, and arrange moment for me. The trajectory of how and when the environment and materials in a way that we offered materials was going to influence the was compatible with the children’s thoughts children’s development and abilities years and and provocative. years down the line.

Mary: Around the same time, Suzanne and Megan: This was around the time I moved into Barbara moved into the role of studio educa- more of a long-term study of materials. Class- tors and for the first time in our history, we had room teams came up with specific strategies studio educators with experience with infants to support the building of knowledge around and toddlers. This was significant. The Cyert the affordances of a broad range of materials Center has always been open to flexibility in (for both educators and children) and looked roles, and this has benefited us historically, more closely at how the environment support- as it brings new insight into the existing posi- ed these investigations.

June 2016 17 Beverly: The year we started reading Infants for me. To this day, my number one passion is and Toddlers at Work, I moved to the Younger working with materials, and I attribute it to our Toddler classroom. I became really passion- school’s dedication to the use of such a wide ate about paint as a material, and that year, we range of them. We continue to grow and sup- offered paint to children regularly. It soon be- port each other in understanding a develop- came apparent that the children were express- mentally respectful approach to materials that ing things about themselves and their thinking includes time to explore, develop technique, that we would not have seen had we not been and experience more complexity. This will in- painting with such intentionality. That experi- crease the possibility of the material becoming ence became an emotional and defining time an expressive language.

Concluding Thoughts

Jennifer Kemp: This time of sharing and few times that we met and these ideas were fly- taking a look at the Center’s historical devel- ing around. I would write the words that I heard opment is amazing because I am hearing this in my journal. There was a particular language echo from people who came before me. When I that we used. It was very specific to what we joined this school in 2010, my only experience do here, who we are, and our identity. I would had been in traditional classrooms. I looked go home and do a lot of reading. I had to figure around in wonder and awe of everything that these things out and put them into context. was happening around me. I remember the first

18 Innovations in Early Education Barbara: This is why I am constantly curious Chris: When we were at the beginning of this about the vibration our school sends out to its journey, we wanted to know what the Reggio newest members—children, parents, and edu- Emilia approach was, and we very much want- cators alike. It becomes a means through which ed to “follow” it. But we learned that we have to we can measure whether or not our shared val- embrace our own culture, though at the time, ues are visible and malleable. Do the newest we did not understand what that meant. But members of our community sense their right to today, after more than 25 years of interpreting shape and influence existing visions? the approach through our own context, we have come to a better understanding of our evolving Mary Rose: I entered into the Cyert context in identity. I remember thinking: January of 2014 with some of my own personal research on the Reggio Emilia approach. I had Jennifer: I think of it as a journey. There is What would happen read parts of The Hundred Languages of Chil- no destination; there is no arrival; there is no if I asked too many dren and the Innovations article Barbara wrote end to this. We have all met at different inter- questions? Would on the “Atmosphere Project” (2012). I learned sections upon the road, and it is a fascinating about the beautiful theory of the image of the process. they think I did not child and the three partners in education, but know what I was I wondered how that could work when you All of this is a great forest. Inside the forest is have 21 infants in a room all following their the child. The forest is beautiful, fascinating, doing? I soon learned own unique rhythms. Early on, I learned how green, and full of hopes; there are no paths. that was not the case Although it isn’t easy, we have to make our these wonderful ideas could be interpreted and discovered this in my work with the youngest children while own paths, as teachers and children and also managing their care. Though I had reser- families, in the forest. Sometimes we find fine line between the vations about being collaborative, I could see ourselves together within the forest, some- shared aspirations very clearly the value the school placed on this times we may get lost from each other, some- process. I was surprised by the whole group times we’ll greet each other from far away and the constant plannings and wondered how they worked. I across the forest; but it’s living together in structure of support this forest that is important. And this living wondered: Was this a culture with openness to that has taken this feedback and discussions? I remember think- together is not easy. We have to find each ing: What would happen if I asked too many other in the forest and begin to discuss what school to where it is questions? Would they think I did not know the education of the child actually means. today. what I was doing? I soon learned that was not (Malaguzzi, 1994) the case and discovered this fine line between –Mary Rose Debor the shared aspirations and the constant struc- ture of support that has taken this school to REFERENCES where it is today. Forman, G., & Fyfe, B. (2012). Negotiated Mary: I feel as if I have moved forward with the learning through design, documentation, right kind of push and pull from my colleagues and discourse. In C. Edwards, L. Gandini, over the past 20 years, and the culture of collab- & G. Forman (Eds.), The hundred languages orative process supported this. I have learned of children: The Reggio Emilia experience so much from the experienced teachers who in transformation (pp. 247–271). Santa have come before and after me. My colleagues Barbara, CA: Praeger. challenge me to think differently about child- Lewin-Benham, A. (2010.) Infants and toddlers hood, about teaching, about the environment, at work: Using Reggio-inspired materials about parents, and so on. to support brain development. New York, Image Credit NY: Teachers College Press. Barbara: I feel the fundamentals, as a whole, Images in this article courtesy of have kept us on a course of staying in this pres- Malaguzzi, L. (1994). Your image of the child: Cyert Center for Early Education ent state of learning. One thing that became ev- Where teaching begins. Child Care ident over the years was the idea that we need- Information Exchange, 96, 62–66. ed to develop an internal locus of control and Moser, B. (2012). Atmosphere: A natural pair it with a scholarly and persistent approach simulated phenomenon. Innovations in toward decision making. We could craft our in- Early Education: The International Reggio fant-toddler program through our own actions Emilia Exchange, 19(4), 8–15. and cognizant choices in order to uphold and make space for the rights and well-being of the children, parents, and educators.

June 2016 19 Voices: Conversations from North America and Beyond

Finding Our Collective Values: “The Wonder of Learning – The Hundred Languages of Children” Exhibit in Pittsburgh By Carolyn Linder, Mary Moore, Audra Selkowitz, and Amy Strada

Carolyn Linder brings her passion and decades of experience as an early childhood professional to her role as early childhood education manager for the Jewish Federation of Greater Pittsburgh. In this capacity, she is responsible for developing and directing early childhood initiatives inspired by the Reggio Emilia approach for Pittsburgh’s Jewish early childhood educators and profession- als. Carolyn coordinated the hosting of “The Wonder of Learning” exhibit in Pittsburgh, PA and is the chair of the Reggio Emilia Pittsburgh Initiative (REPI) Steering Committee.

Mary Moore is the Younger Cluster educational coordinator at the Cyert Center for Early Educa- tion at Carnegie Mellon University in Pittsburgh, where she has worked since 1997. She participated in the North American study group in Reggio Emilia in 1999 and several NAREA conferences and has made many visits to programs in dialogue with the approach around the United States. Mary has collaborated with local and national educational organizations to share the work of children, parents, and educators and to explore the Reggio Emilia approach in different contexts. She is a member of the REPI Steering Committee and was the chair of the Ambassador Committee for “The Wonder of Learning” exhibit.

Audra Selkowitz is a classroom coordinator at the Cyert Center for Early Education at Carnegie Mellon University in Pittsburgh, where she has worked in dialogue with the Reggio Emilia approach for the last 10 years. Audra has a background in human development and family studies, as well as a graduate degree in PreK-4th grade education. In 2011, she participated in the North American study group in Reggio Emilia and continues to engage in lifelong learning through involvement in professional development initiatives and conferences at the local and national levels. She worked on the REPI Documentation Committee for “The Wonder of Learning” exhibit and is a facilitator for a series of roundtable discussions about early childhood education in Pittsburgh following the exhibit.

Amy Strada has worked in Reggio-inspired schools since 1998, as a preschool educator at The Clif- ton School in Atlanta, GA and studio educator at the Cyert Center for Early Education in Pittsburgh. She studied photography, puppetry, and visual art and is currently pursuing a graduate degree in PreK-4th grade education at Carlow University, where she is engaged in a long-term research proj- ect about pedagogical documentation and visible thinking in public elementary school environ- ments. For “The Wonder of Learning” exhibit, Amy served on the REPI Documentation Committee, collecting visitors’ experiences at the exhibit through written reflections and photos. 20 Innovations in Early Education Introduction – Listening to “Our Place”

Last year, from July to November 2015, “The exhibit, not just in any city but in our city? In Wonder of Learning – The Hundred Languag- response, through this article, we invite you es of Children” exhibit was hosted at the David into our city. As you visit Pittsburgh through L. Lawrence Convention Center in downtown the lens of its hosting “The Wonder of Learn- Pittsburgh, Pennsylvania. For the early child- ing” exhibit, you will find that the city’s fabric hood community in Pittsburgh, “The Wonder of early childhood education is woven with key of Learning” exhibit provided a powerful pro- historical and philosophical influences upon fessional convergence. The exhibit not only the field. You will hear the voices of the people brought together a diverse group of educa- who live and work here, those who encountered tors, but also resonated with our community’s the exhibit, and those who worked to support long-standing, collective values around child- its presence as visionaries, grant writers, orga- hood and learning. For example, in the “Dia- nizers, and ambassadors. We will also explore logues with Places” section, the exhibit asks, the exhibit’s scope of influence: the profes- “What is a place? Can you listen to a place?” sional exchange and reflection that it ignited, These kinds of questions challenged Pitts- the relationships and communities of practice burgh educators—and continue to challenge it nurtured, and the multi-layered process of us—to listen to “our place” and to consider our connecting the rich stories in “The Wonder of own identity, history, culture, and values. What Learning” exhibit to our daily work. does it mean to host “The Wonder of Learning”

Foundations and Influences within the Educational Community

“The Wonder of Learning” exhibit offered us long-time mentor to Fred Rogers; and Benjamin many points of entry to engage with the Reg- Spock, a well-known pediatrician who worked gio Emilia approach through the voices of ed- to understand children’s needs and family dy- ucators, families, and children. Just as Reggio namics. Erikson, McFarland, and Spock each Emilia has developed a culture around early appreciated childhood as a unique phase of education over the last 60 years, so too has life, one that necessitated a careful attention to Pittsburgh and its surrounding region. In our and respect for the child, family, and relation- city, three notable people came together at the ships that influence development and learning. Department of Psychiatry in the University of Their collaboration during this time included Pittsburgh School of Medicine during the post- the opening of Arsenal Family and Children’s WWII years. Each came to have a widespread Center, where medical students planning to be impact upon the study of child development, pediatricians could go for training in child de- learning, and education. These individuals velopment and play therapy. The generation of were Erik Erikson, a developmental psycholo- early childhood professionals that came out of gist and psychoanalyst known for his theory on this era promoted a civic culture wherein the psychosocial development of human beings; child could be an equal citizen with rights, val- Margaret McFarland, a child psychologist and ue, and a significant role in society.

June 2016 21 Living in “Mr. Rogers’ Neighborhood” – A Pittsburgh Institution

What McFarland, Erikson, and Spock taught ers said, “The best thing we can do for each in academia, Fred Rogers worked out through other is to listen with our ears and our hearts play, action, and careful listening on television. and to be assured that our questions are just From 1968 to 2001, Mr. Rogers made children as important as our answers” (Rogers, 2006, p. the protagonists of Mr. Rogers’ Neighborhood, 42). This attentiveness to understanding how focusing especially upon their curiosity and children make sense of their lives has been a their questions about life. Filmed locally at foundation of the Pittsburgh early childhood WQED Studios and many locations around community from post-WWII through the Fred Pittsburgh, Mr. Rogers’ Neighborhood was in Rogers years and on to the present day. Over fact, our city, too. In Rogers’ worldview, chil- the years, many local educators have discov- dren had a right to seek information about their ered that these civic values—Pittsburgh’s “cul- lives and direct their own learning. Adults also ture of childhood”—are also very much aligned had a responsibility—to frame the context of with the fundamental principles of the Reggio exploring ideas, feelings, and inquiry. Mr. Rog- Emilia approach.

Valuing Childhood

What does it mean to cultivate an authentic staff of child care centers, the Pittsburgh Area culture of childhood in a place? For Pittsburgh, Preschools Association (PAPA). As the Nation- it has meant homegrown early childhood pro- al Association for the Education of Young Chil- grams, organizations, and initiatives that un- dren (NAEYC) developed its affiliate system, derstand the importance of identity and know PAPA evolved into the Pittsburgh Association what they stand for in relation to each oth- for the Education of Young Children (PAEYC) er. The integrity and conviction of Pittsburgh’s and throughout the 1980s, 1990s, and early early childhood movement has given us strong 2000s, PAEYC remained a volunteer organiza- foundational roots over the past 50 years, an- tion composed of teachers, administrators, and chored by professional organizations that community leaders. The annual PAEYC con- support connections between educators, chil- ference and other professional development dren, and families. For example, during the late offerings provided teachers with opportunities 1960s and 1970s, many child care centers be- to share their work, network, and engage in gan as grassroots communities, responding to learning encounters with early childhood pro- the demographic shift of women entering the fessionals and specialists. During this period, workforce in huge numbers in Pittsburgh and presentations and workshops highlighting as- across the country. Many of these programs are pects of the Reggio Emilia approach and relat- still in operation today, and over the years, they ed topics have been offered to the early child- formed one of the first early childhood organi- hood community through PAEYC initiatives. zations made up entirely of the teachers and

Citywide Initiatives and Advocacy

Today, the image of the child as a creator and through grant funding and strategic planning constructor of knowledge is a connective thread on behalf of Pittsburgh’s youngest citizens. that unifies many institutions and initiatives Mayor William Peduto established an Office in Pittsburgh, including the MakeShop at the of Early Childhood and appointed a deputy of Children’s Museum of Pittsburgh, the Playful early childhood and a Blue Ribbon Task Force Pittsburgh Collaborative, and Pittsburgh Pub- for the city, and Pittsburgh is currently poised lic School’s Children’s Innovation Project. Pitts- to enter into a much larger conversation about burgh is a city that values young residents and the nature of learning and best practices for their desire to discover, investigate, and leave a early education. In addition, the United States mark on their world. These values have become Department of Education and the National part of the fabric of the city government as well, League of Cities announced in 2014 that

22 Innovations in Early Education Pittsburgh was one of 15 cities nationwide to re- that promoting and growing early childhood ceive support for “community conversations” education is one of their priorities. Thinking on education, designed to strengthen partner- of schools as places of advocacy for children’s ships among federal and local governments, rights connects us to the municipal infant-tod- schools, parents, and other stakeholders. Penn- dler centers and preschools of Reggio Emilia, sylvania and our particular region have a long where the rights of children, teachers, and par- way to go before achieving universal preschool; ents are so deeply woven into the fabric of the however, in making these strides, Pittsburgh’s political and social structures of the city. city leaders and policy makers have articulated

Hosting the First North American Version of “The Hundred Languages of Children” Exhibit

A watershed moment in our city’s history of quired an intense collaborative effort. Their early childhood education came in 1993, when vision paid off in 1996; the exhibit was hosted early childhood educator Penny Fahlman and at the University of Pittsburgh and had a trans- colleagues formed the Reggio Pittsburgh Proj- formative impact upon many early childhood ect, working to bring the first North American professionals in this city. Individual educators, version of “The Hundred Languages of Chil- small groups, and even whole schools were in- dren” exhibit to Pittsburgh. Pre-internet and trigued by the philosophy and pedagogy high- pre-email, the organization, communication, lighted in the exhibit and began their own jour- and momentum related to this initiative re- neys with the Reggio Emilia approach.

Finding Opportunities for Connection and Dialogue

Educators from the Cyert Center for Early Edu- opportunities called The Program for Collab- cation at Carnegie Mellon University encoun- orative Learning. The goal of this initiative tered the first exhibit as part of their school- was to engage the community in an ongoing wide engagement with the approach, which conversation about the philosophy and prin- had begun with the well-documented NAEYC ciples of the Reggio Emilia approach. Topics conference in 1993. Judy Abrams, local educa- of discussion included negotiated curriculum, tional consultant for the Jewish Federation of materials as languages for self-expression, and Greater Pittsburgh and former Cyert Center project work. The relationships and conversa- program director, recalls, “Our professional tions begun during this period continue today imaginations were engaged. We now had a and have extended to the national conversation common experience that gave us the courage around the Reggio Emilia approach through to take a closer look at our own program.” With connections with the North American Reggio the intent of broadening this dialogue and self- Emilia Alliance (NAREA) and its network of study, beginning in 1997, the Cyert Center host- professional development initiatives. ed a series of annual professional development

Exploring the Reggio Approach Through a Jewish Lens

In recent years, both nationally and locally, have been and continue to be involved in multi- there has been a rededication and empha- year change initiatives that seek to integrate sis on the importance of quality Jewish early the Reggio Emilia approach through a Jewish childhood education. Under the auspices of the lens. These change initiatives also seek to en- Jewish Federation of Greater Pittsburgh, and gage Pittsburgh’s entire Jewish early childhood under the direction of Carolyn Linder, several community in deeper conversations and ongo- Jewish early childhood centers in Pittsburgh ing professional development about quality

June 2016 23 Jewish early childhood education. An import- educational consultants, including educators ant element of these initiatives includes having from the Cyert Center, assembled by Carolyn, a team of educational consultants that work with work directly with several of Pittsburgh’s the participating early childhood programs on Jewish early childhood programs. an ongoing basis. These national and local

Planning and Organization: Hosting “The Wonder of Learning” Exhibit A fundamental goal While considering how to further deepen Pitts- in bringing the exhibit burgh’s Jewish early childhood community’s to the city was not study of the Reggio Emilia approach and to deepen this study for the greater community at only to expose local large, Carolyn began to explore the possibili- educators and parents ty of hosting “The Wonder of Learning – The to the Reggio Emilia Hundred Languages of Children” exhibit. A fundamental goal in bringing the exhibit to the approach, but also to city was not only to expose local educators and promote the value parents to the Reggio Emilia approach, but also to promote the value of early childhood educa- of early childhood tion to local and state policy makers. Early on, education to local and Carolyn convened a network of early support- state policy makers. ers, including Michelle Figler and Sue Polojac from the Pittsburgh Association for the Edu- –Carolyn Linder, Mary Moore, cation of Young Children (PAEYC), educators Audra Selkowitz, and and school administrators, local early child- Amy Strada hood advocates, and academics. This group formed the Reggio Emilia Pittsburgh Initiative (REPI) Steering Committee in November 2014, in order to support and plan all aspects of host- ing “The Wonder of Learning” exhibit. REPI members recruited additional volunteers to form four subcommittees: Professional Devel- opment, Atelier (Studio) Ray of Light, Volunteer Ambassadors, and Documentation.

In the year leading up to the exhibit’s open- ing, one of REPI’s main considerations was how visitors would experience “The Wonder of Learning” exhibit. In many ways, the David L. Lawrence Convention Center (DLCC) was an excellent location for the exhibit. The venue was centrally located in downtown Pittsburgh and accessible by public transportation, bike, and car. The DLCC could be open for evening hours throughout the week and weekend, mak- ing it possible for students, professionals, and working families to encounter the exhibit. There was ample space at the convention cen- ter to hold additional professional development opportunities associated with the exhibit.

Members of REPI were thrilled to be able to offer visitors the unique opportunity to view “The Wonder of Learning” exhibit in its entirety in one large room—to be able to see the

24 Innovations in Early Education to provide. They were integral to designing and installing the plan for the exhibit components, as well as bringing to life the ideas of the Ate- lier Ray of Light Committee.

Another component REPI considered was the hospitality of the space. It was critically import- ant to committee members that an ambassa- dor welcomed visitors when they first entered the exhibit space. The ambassadors’ role was multi-faceted: to greet visitors, to make sure the technology was operating correctly, to refresh micro-sections as individual stories as well as the Atelier Ray of Light materials, to provide an interconnected dialogue. Additionally, we formats for visitors to record their thoughts were planning for the inclusion of the “Atelier and responses, and to offer information about Ray of Light,” a materials-based encounter ac- related professional development opportu- companying the exhibit in Pittsburgh. Local nities. Also, the Atelier Ray of Light Commit- educators, who had envisioned an installation tee wanted to provide an atelier ambassador that would complement the “Ray of Light” during each of the 42 large group visits to keep section of “The Wonder of Learning” exhibit, the space organized, clean, and supplied with designed the components of the atelier. They fresh materials. imagined an interactive, beautiful, and poetic “The Wonder of Learning” Ambassador Com- experience integrating light, shadow, transpar- mittee formed an interconnected system of ency, and reflection. In order to best use the point people from 17 early childhood programs, generous space at the convention center, REPI schools, universities, and other organizations contracted with an installer, Clear Story. With invested in the approach. The role of the point roots in the visual and performing arts, muse- people was to recruit ambassadors and to pro- um exhibitions, and custom fabrication indus- mote “The Wonder of Learning” exhibit as a tries, Clear Story’s expertise aligned with our professional development opportunity for their vision and the breadth of experience we hoped organizations. More than 130 volunteers came

June 2016 25 forward to be ambassadors. These volunteers of a collaborative community discourse as one not only provided the necessary coverage, but outcome of hosting “The Wonder of Learning” also became deeply immersed in the exhibit it- exhibit in Pittsburgh. self. Their engagement furthered REPI’s vision

“The Wonder of Learning” Exhibit Opening, the 2015 NAREA Summer Conference, and Related Professional Development

In June 2015, the Eleventh NAREA Summer childhood professionals, supporters, and mem- Conference, “Bridging Partnerships on the bers of the local press. Mayor Peduto and Coun- Path of Learning: Embracing History, Identi- ty Executive Rich Fitzgerald issued a proclama- ty and Culture in Our Settings,” set the stage tion declaring July 16, 2015 to be “Wonder of for the arrival of the exhibit [See Innovations, Learning Day” in Pittsburgh. Vol. 22, No. 3 for a more detailed account of the Eleventh NAREA Summer Conference]. The In the months that followed, the exhibit drew following month, with the support of its coor- in diverse segments of the community, each dinated team of ambassadors, “The Wonder of finding their own meaning in “The Wonder of Learning” exhibit opened its doors. The exhibit Learning” exhibit. Groups of teachers and ad- opened to much enthusiasm, anticipation, and ministrators gathered; parents and children fanfare with a reception attended by a collec- visited the exhibit, in particular, the atelier; tion of politicians, community organizers, early college faculty brought undergraduate and

Encountering “The Wonder of Learning” exhibit seemed to bring visitors back to themselves, to their own pedagogy and assumptions about children and learning. –Carolyn Linder, Mary Moore, Audra Selkowitz, and Amy Strada

26 Innovations in Early Education graduate students, holding class at the exhibit to bring visitors back to themselves, to their instead of their universities. The feedback from own pedagogy and assumptions about chil- these individual and group visits was dynamic, dren and learning. Again and again, educators full of questions and newly ignited inspiration. at the exhibit reported a desire to revisit their Reflecting upon their experiences, visitors ex- own choices, such as “slowing down and going pressed philosophical inquiries such as, “How deeper into ideas” or “creating environments can we foster the children’s deeper curiosity where students can have more opportunities to over a long period of time in a culture of instant wonder and marvel.” A music teacher from a lo- gratification—especially in terms of technology cal K-8 school remarked, “I am thirsty for more. and how it is often used to pacify children?” An- I feel validated by knowing that a lot of what other visitor asked, “I wonder about the adult’s I am doing in my classroom goes beautifully role as facilitator in all of the Reggio spaces with this philosophy.” Teachers and pre-service and classrooms. What are their questions, and teachers alike expressed a sense of hope and a how do they guide the process?” Encounter- curiosity to learn more. ing “The Wonder of Learning” exhibit seemed

“Reggio Emilia at the Confluence” Conference

The months that Pittsburgh hosted “The Won- The months that der of Learning” exhibit proved to be a pro- foundly rich period of professional develop- Pittsburgh hosted ment and exchange. The exhibit sparked new “The Wonder of relationships and solidified existing bonds Learning” exhibit around daily work with children, parents, and colleagues. During the culminating event, the proved to be a “Reggio Emilia at the Confluence” conference, profoundly rich the Pittsburgh community welcomed Lella Gandini, Reggio Children liaison in the U.S. period of professional for the dissemination of the Reggio Emilia development and born with creativity as part of our human en- approach. Gandini’s keynote speech, her work exchange. The with breakout groups, and her engagement dowment,” inspired one visitor to think about with Reggio-inspired educators from Pitts- “ways of questioning and seeking out the ques- exhibit sparked new burgh were highlights for many visitors to the tions for which do not have answers.” Another relationships and convention center. After hearing her discuss visitor remarked, “Hearing Lella speak makes documentation as “the profound study of the the exhibit come to life with additional layers solidified existing children’s processes of knowing,” one visitor of meaning. This experience makes me recon- bonds around daily sider my work with a further sense of purpose wrote, “I love the idea of documentation as an work with children, act of caring, love, and interaction. I can appre- and urgency.” The presentations by Gandini ciate the value of [Gandini’s] statement after were followed by a panel discussion, featuring parents, and seeing the examples she shared with us. I am educators from the Cyert Center for Early Edu- colleagues. fascinated by the idea of documentation as an cation. The stories they shared circled back to –Carolyn Linder, Mary Moore, ongoing process of the teacher as a powerful “The Wonder of Learning” exhibit—to the im- Audra Selkowitz, and observer.” Gandini’s presentation about materi- age of the child as powerful, to cycles of inqui- Amy Strada als as languages, in which she said, “We are all ry based upon children’s questions and pursuit

June 2016 27 From left: Sue Polojac, Judy Abrams, Carolyn Linder, Penny Fahlman, Lella Gandini, Sandy Johns, Mary Moore, Linda Erlich, and Carla Freund

of truth, and to her provocative statement that Li and Sharapan discussed the relationship documentation “sustains democracy” through between the work of Fred Rogers, so central to participation, transparency, and citizenship. Pittsburgh’s early childhood community, and “The Wonder of Learning” exhibit. One of the Other notable speakers at the “Reggio Emilia core values of the Fred Rogers Center is: “We at the Confluence” conference included Hed- recognize the dignity and potential of all chil- da Sharapan and Junlei Li, both from the Fred dren and the powerful impact adults have in Rogers Center, located at St. Vincent’s College their lives.” Beginning from this point, Li fo- outside of Pittsburgh. Sandy Johns, co-chair cused upon how relationships frame all learn- of the Professional Development Committee ing. He quoted Fred Rogers, saying that “Every for the exhibit, explained the rationale behind one of us—young and old—longs to be cher- the choice of speakers: “One of the reasons ished,” then tied “The Wonder of Learning” ex- we wanted Hedda and Junlei to speak at the hibit to a passage from The Little Prince: “What conference is because they both embody the is essential is invisible to the eye” (Saint-Ex- values of the approach, such as listening, doc- upéry & Howard, 2000, p. 63). Li showed vid- umentation, and a deep respect for children.” eos of subtle interactions between children Sharapan collaborated with Fred Rogers from and teachers that deeply affect the trajectory the inception of Mr. Rogers Neighborhood, and of a child’s learning and development. Like Li, she is a senior fellow and consultant with the Sharapan also shared video excerpts, including Fred Rogers Center, while Li is currently the Fred Rogers’ work as an advocate championing co-director of the Center. In separate sessions,

28 Innovations in Early Education For many Pittsburgh educators, this was a powerful moment, articulating our unique history—Fred Rogers’ legacy as a cultural landmark—and connecting it philosophically to the Reggio Emilia approach. –Carolyn Linder, Mary Moore, Audra Selkowitz, and Amy Strada all children, especially children with special attendees wondered how to address parents’ ex- rights. Sharapan and Li shared connections pectations of what an early childhood environ- between Rogers’ work and the Reggio Emilia ment should look like in order to communicate approach, as encountered through “The Won- concrete learning. This group also discussed der of Learning” exhibit. For many Pittsburgh how to support teachers in their daily work on educators, this was a powerful moment, artic- behalf of children. Moderator of that group and ulating our unique history—Fred Rogers’ leg- educational consultant Judy Abrams reflected, acy as a cultural landmark—and connecting it “The educators in Reggio Emilia inspire us to philosophically to the Reggio Emilia approach. think of professional development as an every- After visiting “The Wonder of Learning” exhib- day experience. What can that look like?” In it for the first time, Sharapan reflected, “I fell in another breakout group with teachers of pre- love with the world here in this exhibit, and I school-age children, Gandini captivated partic- wonder if you did, too? What part of the world ipants’ imaginations as she facilitated an explo- did you fall in love with?” ration of the relationship between symbols and writing with a spontaneous, hands-on drawing The conference offered many opportunities for exercise. Her facilitation reinforced personal interplay between encountering “The Wonder connections to “The Wonder of Learning” ex- of Learning” exhibit and exploring its meaning hibit by encouraging visitors to reflect upon with colleagues in specialized learning groups. the stories, artifacts, and learning from Reggio For example, during one breakout group, ad- Emilia and, at the same time, use their hands ministrators and program directors came to- to explore ideas. This opportunity—to joyfully gether and discussed “The Wonder of Learn- play and invent with peers—mirrored the chil- ing” exhibit through the lens of leadership, as dren’s processes found throughout the exhibit well as how to simultaneously represent the panels. rights of children, educators, and parents in their role as directors. Some of these conference

The Journey Continues

Soon after the conference, “The Wonder of ties to investigate pedagogical documentation, Learning” exhibit closed and began its jour- materials as languages, and the daily work of ney to South Miami, Florida. The exhibit had children, parents, and educators in our unique brought many people together—over 4,000 vis- settings throughout the city. The exhibit also itors from 14 countries and 35 of the 50 states. connected local university professors and their As in previous host cities, many educators in students with a new network of Reggio-inspired Pittsburgh began to envision possibilities for educators. For example, after her involvement the future, inspired by a desire to build upon and her students’ involvement with “The Won- the unity and momentum fostered by the ex- der of Learning” exhibit, Rae Ann Hirsh, pro- hibit. The experience of collaborating on “The fessor and Early Childhood Education Program Wonder of Learning” exhibit opened up new director at Carlow University, began brain- possibilities for existing partnerships. For ex- storming with local educators about how to ample, REPI and PAEYC have been exploring expand partnerships between Reggio-inspired avenues for offering joint professional develop- schools and the academic communities around ment initiatives with local educators. Visitors the city. At the exhibit’s end, Rae Ann reflect- to the exhibit expressed interest in opportuni- ed that for both undergraduate and graduate

June 2016 29 The individuals at the round table expressed a shared sense of responsibility to engage in small and large actions that promote the rights of children, families, and early childhood educators, as well as taking these conversations to a broader and more public forum. –Carolyn Linder, Mary Moore, Audra Selkowitz, and Amy Strada

students, “volunteering at the exhibit added der of Learning” exhibit has moved on from to their growing sense of professionalism. It our city, the impact of this moment carries our would be so beneficial for students to continue work forward. For “[t]he child is not a citizen to see, interact, and take part in experiences of the future; [but] a citizen from the very first in schools where the Reggio Emilia approach moment of life and also the most important thrives. I think it gives students [a sense of] citizen, because [the child] represents and hope.” brings the ‘possible’ . . . a bearer, here and now, of rights, of values, of culture . . . It is our histor- The idea for community round table discus- ical responsibility not only to affirm this but to sions also came out of the desire to extend create cultural, social, political, and education- conversations begun during “The Wonder of al contexts which are able to receive children Learning” exhibit. The first discussion con- and dialogue with their potential for construct- vened in February of this year. This gathering ing human rights” (Rinaldi, 2006, p. 171). included early childhood educators and ad- ministrators, elementary educators, professors of education from several universities, and REFERENCES community advocates. One topic of conver- Randall, P. (2014). The eleventh NAREA sation during the roundtable included “The summer conference – Bridging partner- Wonder of Learning” exhibit’s bold vision of ships on the path of learning: Embracing schools as democratic institutions that can history, identity, and culture in our settings. promote participation and agency on all lev- Innovations in Early Education: The els. Carla Freund, director of the Cyert Center, International Reggio Emilia Exchange, asked, “How can we actually get this kind of 22(3), 38–45. work and dialogue into the broader agenda, to Rinaldi, C. (2006). In dialogue with Reggio not be hemmed in by the standards-specific, Emilia: Listening, researching and learning goal-oriented professional development, either (p.171). London: Routledge. in workshops or content for educators? There must be a way.” Roberta Schomburg, professor Rogers, F. (2006). Wisdom from the world emerita at Carlow University and senior fel- according to Mr. Rogers (p. 42). White low at the Fred Rogers Center, added that for Plains, NY: Peter Pauper Press. Pennsylvania educators, “one of the challenges Saint-Exupéry, A.D., & Howard, R. (2000). is figuring out how we can document in ways The little prince (p. 63). San Diego, CA: that [communicate] to families and legislators Harcourt. where learning is happening. Otherwise, we are getting the push for academic preschools. The “Wonder of Learning” exhibit was And we are already seeing it—that we do not hosted in Pittsburgh by the Jewish Fed- Image Credits value the same things.” The individuals at the eration of Greater Pittsburgh, the Pitts- round table expressed a shared sense of re- Images in this article courtesy of burgh Association for the Education of Renee Rosensteel, Suzanne Grove, sponsibility to engage in small and large ac- Young Children, and the Reggio Emilia and Amy Strada tions that promote the rights of children, fam- Pittsburgh Initiative. It was made pos- ilies, and early childhood educators, as well as sible through the support of The Heinz taking these conversations to a broader and Endowments, The Beacon Foundation, more public forum. The David S. and Karen A. Shapira At the center of our work is the child—filled Foundation, The Pittsburgh Foundation, with potential, intelligences, and the remark- The Grable Foundation, The Fine Foun- able capacity to make meaning of life. The dation, and the William Talbott Hillman child is Pittsburgh’s past, present, and future— Foundation, and through the support of our most important legacy. So while “The Won- other generous patrons and friends.

30 Innovations in Early Education Perspectives on NAREA

Call for Proposals for September 2017 Issue of Innovations

About Innovations

Innovations in Early Education: The Interna- The mission of Innovations is to provide an tional Reggio Emilia Exchange is a quarterly ongoing professional development resource periodical published by the North American that respectfully represents the values and Reggio Emilia Alliance (NAREA) that focus- educational principles of the municipal infant- es on the Reggio Emilia approach to early toddler centers and preschools in Reggio childhood education. Innovations was devel- Emilia as well as those of educators in schools, oped in 1992 through an agreement with Loris centers, universities, and colleges in North Malaguzzi, founder of the Reggio Emilia edu- America and beyond who are actively engaged cational project, and the Innovations editors in the study of the Reggio Emilia approach continue to work in collaboration with Reggio with children, colleagues, and families in their Children and the Istituzione of the Munici- community. pal Infant-Toddler Centers and Preschools of Reggio Emilia, Italy.

First Peer-Reviewed Issue—Published in September 2017

In an effort to enable the contribution of more The process for peer review will be designed in and diverse voices in what we hope will be an relationship with the values that we are all con- increasingly democratic dialogue regarding structing together, including learning as a pro- elevating the quality of early childhood edu- cess of individual and group construction and cation, Innovations will publish one peer-re- supporting the learning processes of children viewed issue annually, beginning in September and adults through educational documenta- 2017. We would like this annual peer-reviewed tion, which includes listening, observation, and issue to be a vehicle that supports the collab- interpretation. Our goal is to engage teachers, oration among teachers and teacher educators children, families, and community members by integrating reflection and analysis of the in order to establish a collaborative partner- shared and reciprocal research and inquiry of ship for systems change and social justice that teachers, children, and families that will be fea- recognizes the rights of children to quality tured in every issue. We will invite authors to education. offer their reflections on their experience, and the consulting editors will also add another lay- er of analysis, tracing the threads of experienc- es and concepts shared and offering readers an opportunity to relate what they have learned to their own contexts in order to understand the meaning and implications for their own work. Our goal is to support the work of Reggio-in- spired teachers in North America by thinking together in order to generate new thinking, in the hope of reaching a more profound level of understanding.

June 2016 31 Topic for September 2017 Issue: Building Collective Knowledge in a Learning and Democratic Community Through the Processes of Documentation

In the municipal educational project in Reggio to make it possible for them to be negotiat- Emilia, Italy, the school is a system of commu- ed and nurtured through exchanging and nications and relationships—a context in which comparing ideas. In this way, not only does learning is a “process of individual and group the individual child learn how to learn but construction . . . by means of original learning the group becomes conscious of itself as a processes” (Istituzione of the Municipality of “teaching place” . . . (Rinaldi, 2001, p. 4) Reggio Emilia, 2010, p. 11) that builds relation- ships of reciprocity among children and adults. In the Winter 2004 issue of Innovations, Car- In an article in the Fall 2004 issue of Innova- lina elaborated further on the teacher’s role tions titled, “The Role of Observation, Interpre- in supporting children’s propensity to find tation, and Documentation in Understanding meaning in the world around them in “The Children’s Learning Processes,” Paola Cagliari, Relationship Between Documentation and As- pedagogista and director of the Istituzione of sessment”: the Municipal Infant-Toddler Centers and Pre- How can we help children find the meaning schools of Reggio Emilia, wrote: of what they do, what they encounter, and In the same way as a city, the school is a sys- what they experience? How can we do this tem of communications, and a place where for ourselves? . . . This attitude of the child culture is formed and elaborated. It is a means that the child is a real researcher . . . place of learning and a place of participation How can we support and sustain this atti- . . . It is a place where cooperative thinking tude of children to construct explanations? and collaboration take on enormous value. . . . How can we cultivate the children’s inten- School is a place where the quality of learn- tion to research? (Rinaldi, 2004, p. 2) ing is connected to the active participation The Reggio educators also believe in building of all of the members of its community. This collective knowledge through “shared research type of participation requires tools and between adults and children as a priority prac- strategies, which can produce communica- tice of everyday life . . . made visible by means tion and make communication productive. of documentation . . .” (Istituzione of the Munic- (Cagliari, 2004, pp. 1-2) ipality of Reggio Emilia, 2010, pp. 11-12). In her In Reggio Emilia, children collaborate and article in the Winter 2004 issue of Innovations, construct understanding and relationships in Carlina reaffirms this belief: small groups with teachers as participant ob- For us, documentation is part of the daily life servers working together with other colleagues of the schools. It is one of the ways in which to understand and learn from and with the chil- we create and maintain relationships and dren, building knowledge through a subjective the experiences among our colleagues and process in a social environment through strat- the children . . . In the process of learning egies of “research, comparison of ideas, and through documentation, we become aware co-participation” (Istituzione of the Municipal- of that learning and its value; we assess it. ity of Reggio Emilia, 2010, p. 11). In “The Peda- (Rinaldi, 2004, p. 1) gogy of Listening: The Listening Perspective from Reggio Emilia,” which was published in The educators in Reggio Emilia also believe the Fall 2001 issue of Innovations, Carlina Ri- that educational documentation “gives value naldi, pedagogista and president of the Reggio to and makes explicit, visible, and assessable Children-Loris Malaguzzi Center Foundation, the nature of the individual and group learning wrote: processes of both the children and the adults . . .” (Istituzione of the Municipality of Reggio The task of those who educate is not only to Emilia, 2010, p. 12). In “Observation, Docu- allow the differences to be expressed, but

32 Innovations in Early Education mentation, and Interpretation as Strategies for In Reggio Emilia, the school is “viewed as a Knowledge” in the Summer 2007 issue of Inno- ‘public place’” and “documentation substanti- vations, Elena Giacopini, pedagogista, wrote ates the idea of the preschool and infant-tod- about the relationship between documentation dler center as a forum in which the culture of and participation: childhood and of education is elaborated by Our first concern should be how to make means of a democratic process” (Istituzione of the life of the school and community under- the Municipality of Reggio Emilia, 2010, p. 12). standable, visible, discussable, and share- Carlina made the connection between partici- able with other people. . . Because schools pation, documentation, and democracy in her are complex systems of communication, 1996 article in Innovations: documentation is not there simply to inform Documentation provides an extraordinary people; it is there to involve people. (Giaco- opportunity for parents, as it gives them pini, 2007, p. 2) the possibility to know not only what their child is doing, but also the how and why, the In the Winter 1996 issue of Innovations, Carlina meaning that the child gives to what he or wrote about the way in which documentation she does, and the shared meanings with the supports the learning processes of children other children. . . But documentation also and adults in “Malaguzzi and the Teachers”: offers the parents the value of comparison, Documentation is a point of strength that discussion, and exchange with other parents makes the interweaving of actions of the and fosters growth in each parent’s aware- adults and the children timely and visible ness of his or her own role and identity. Shar- and improves the quality of communication ing the documentation means participating and interaction. It is a process of reciprocal in a true act of democracy, sustaining the learning. Documentation makes it possible culture and visibility of childhood, both in- for teachers to sustain the children’s learn- side and outside of school. This democratic ing, while at the same time, the teacher participation, or “participant democracy,” is learns from the knowledge-building process a product of exchange and visibility. (Rinal- of the children. (Rinaldi, 1996, p. 2) di, 1996, p. 2)

Another of the principles of the Reggio Emilia We are grateful for the generosity and wisdom educational project is participation that “gen- of the educators of Reggio Emilia who have erates and nurtures feelings of solidarity, par- offered us a rich vision of the scope and pow- ticipation, and inclusion . . .” (Istituzione of the er of documentation and as such, for this first Municipality of Reggio Emilia, 2010, p. 11). In peer-reviewed issue of Innovations, we are in- her 2004 article in Innovations, Paola Cagliari terested in articles from North American ed- elaborated on the rights of parents to participa- ucators from diverse contexts, communities, tion in the daily life of the school: and cultures that support the topic, “Building Parents have the right to be part of the pro- Collective Knowledge in a Learning and Dem- cess of the construction of knowledge that ocratic Community Through the Processes of is taking place in the school. The school is Documentation” and focus on some of the fol- a communicative system, and our docu- lowing aspects of this topic: mentation is part of that communication. • Children collaborating and construct- Through documentation, parents are able to ing understanding and relationships in find a way to give back a contribution to the small groups school. (Cagliari, 2004, p. 3)

June 2016 33 • Teachers as participant observers working • How documentation makes it possible for with colleagues to understand and learn teachers to sustain the children’s learning from and with children and learn from their knowledge-building • Tools and strategies that produce commu- processes nication that is more productive in order • How documentation supports the partici- to support participation pation of children and parents • Experiences in which teachers support • How documentation supports parents’ children’s abilities to negotiate their abilities to learn the meaning that the different points of view through exchange children give to what they do and their and comparison of ideas shared meanings with other children • Supporting and sustaining children’s • How documentation supports parents’ disposition to construct theories and contributions to the school intention to research • How sharing documentation supports the • Ways in which documentation creates and development of democracy within the nurtures relationships school community • Ways in which documentation gives visibility to individual and group learning processes and shared research

The Journey Continues Proposals for Articles

Interested educators must submit a propos- • Which of the particular foci listed above al for the article they would like to submit will be featured in the article to Judith Kaminsky [judy@reggioalliance. • A summary of the images (photographs org] by September 1, 2016. Those submitting and children’s representations) that will will receive responses regarding approval by support the article September 30, 2016. Proposals must include: • Information about authors and school, • A (1–2 page) summary of the research and university, or center and community that inquiry of teachers, children, and families is the context of the article to be shared in the article

Guidelines and Requirements for Submitted Articles

Those whose proposals are approved must • Submit unformatted, double-spaced arti- submit their article by December 31, 2016. cle in an electronic Word file in 12-point When submitting an article to Innovations, type. Typical article length is 3,000-4,000 please follow the following formatting and words. submission guidelines: • Include the name of the author(s) as well as title, affiliation and history of interest in • Write in an informal, conversational style the Reggio Emilia approach. In addition, rather than in an academic style, each author is asked to submit a thumb- characteristic of university term papers. nail photograph (head and shoulders, Articles written in active voice vs. passive 1.25”w x 1.5”h, 300 dpi in original JPG or voice are preferred. TIFF file).

34 Innovations in Early Education • Support article with photographs and guardians. The NAREA Photographic drawings/representations. Photographs Release form is available upon request. should be submitted in high-resolution • Provide accurate and complete informa- images (8” x 10”, 100% @ 300 dpi in tion for references and resources format- original JPG or TIFF file). Drawings/ ted in APA style. representations should also be submitted electronically in JPEG or TIFF files. Authors must submit written permission for all photographs from parents or legal

Peer-Review Process

Innovations editors and consulting editors will be developing the process for peer review in the coming months. Details of the peer-review process will be published in the September 2016 issue of Innovations and posted on the NAREA website.

REFERENCES Cagliari, P. (2004). The role of observation, interpretation, and documentation in understanding children’s learning processes. Innovations in Early Education: The International Reggio Emilia Exchange, 11(4), 1–5. Giacopini, E. (2007). Observation, documen- tation, and interpretation as strategies for knowledge. Innovations in Early Education: The International Reggio Emilia Exchange, 14(3), 1–8. Rinaldi, C. (1996.). Malaguzzi and the teachers. Innovations in Early Education: The International Reggio Emilia Exchange, 3(4), 1–3. Rinaldi, C. (2001). The pedagogy of listening: The listening perspective from Reggio Emilia. Innovations in Early Education: The International Reggio Emilia Exchange, 8(4), 1–4. Rinaldi, C. (2004). The relationship between documentation and assessment. Innova- tions in Early Education: The International Reggio Emilia Exchange, 11(1), 1–4.

June 2016 35 The Seventh NAREA Winter Conference – “Values and Quality of Life Within the Context of an Educating Society: Responsibility, Community, Citizenship, and Creative Thinking” By Patty Randall

Patty Randall is the NAREA professional development and social media coordinator and the director of educational practices for Peachtree Presbyterian Preschool in Atlanta, GA.

On a beautiful sunny day in South Miami, over featured speakers during the three-day event. 250 participants from 5 countries, 18 states, Held in a two-story open loft in the Shops at 2 U.S. territories, and 5 Canadian provinces Sunset Place, the conference venue reflected came together for the Seventh NAREA Win- the Miami hosts’ creativity and strong commu- ter Conference. The conference was held in nity ties. collaboration with Reggio Children and the Florida Reggio Collaborative for the Rights of The organization and offerings on the first day Children on March 3–5, 2016. Deanna Mar- integrated a variety of styles and ways of be- gini, pedagogista, and Francesca Mandredi, ing together. NAREA board co-chairs Barbara atelierista, from Reggio Emilia, Italy were the Acton and Margie Cooper launched the confer-

36 Innovations in Early Education “We have so many nervous feelings about meeting you and meeting your expectations, but we always feel so calm when we are in a beautiful city in a community that is working tirelessly to invest in education. –Margie Cooper ence with a warm welcome to the participants and the featured speakers. Margie shared, “We have so many nervous feelings about meeting you and meeting your expectations, but we al- ways feel so calm when we are in a beautiful city in a community that is working tirelessly to invest in education. We feel calmer still when we have colleagues and friends from Reggio Emilia with us because for many years, we have noticed how much educators who work every- day in schools in North America feel revived, connected, inspired, and motivated when they learn about the 50 years of research and edu- sions from the speakers, who offered historic cation taking place in Reggio Emilia.” Barbara accounts about Reggio Emilia early education continued, “We share a warm welcome and af- and focused on the values of the Reggio Emilia fection for all of you who have joined us here to- educational project, with an emphasis on doc- day because of the image of the child you hold umentation and social justice. The session was in your hearts, your role as educators, and your entitled “Education is a Right and Quality as its commitment to the future.” Fundamental Condition: Identity and Aims of the Reggio Emilia Approach and its Principles Simonetta Cittadini-Medina, director of L’Ate- and Values.” Deanna and Francesca continued lier Preschool and founder of the Florida Reg- with a session entitled “Documentation as a gio Collaborative, expanded the welcome: “We Process of Building Knowledge in a Learning wanted to bring you who we are in terms of and Democratic Community.” This session fo- community, culture, fashion, and in terms of cused on research projects carried out through voice . . . this is a present to you.” Participants collaboration among children, educators, and and speakers were surprised and delighted parents in Reggio Emilia. The speakers asked when Sergio, photographer and musician, for a collection of questions and comments, along with teacher and singer Alejandra shared which they addressed throughout the three music, movement, and images representing the days. local culture.

With the dynamic opening concluded, the conference was turned over to the featured speakers, Deanna and Francesca, and the par- ticipants. The first day consisted of plenary ses-

June 2016 37 The afternoon continued with Deanna and Francesca sharing a presentation on the “The Wonder of Learning – The Hundred Languages of Children” exhibit. Participants had a choice to encounter the exhibit, to participate in con- versations for those new to the study of the Reggio Emilia approach with NAREA board members Lella Gandini and Karyn Callaghan, or to join Deanna and Francesca in dialogue with participants who had encountered the ex- hibit multiple times.

The second day also featured varied organiza- tion. Presentations based on research projects developed by the children, educators, and par- ents in the schools of Reggio Emilia explored the deep investment in thinking together about the hundred languages of children, seen as essential connections with various forms of creative and cognitive thinking. The speaker presentations were followed by an afternoon of school visits.

Six schools opened their doors and welcomed groups of educators and advocates for dialogue graciously stayed open for extended hours so and exchange. Each group had an opportuni- anyone wishing to visit additional schools ty to visit two schools. In addition, the schools could do so.

38 Innovations in Early Education practical way in our everyday life and experi- ences with the children.”

After the presentation entitled “Educational Research and Professional Development: An Existential, Ethical Approach Necessary for Interpreting the Complexity of Life and Edu- cational Experiences,” Deanna and Francesca [O]ur way of thinking joined the participants for a celebration and about research is to school visit at L’Atelier Preschool. A calypso interpret it in a practical band and tables laden with food made by par- ents and friends greeted the educators. Partici- way in our everyday life pants took advantage of the time to eat and get and experiences with to know each other a little better. It was a time to celebrate a movement of people actively ad- the children. vancing early childhood education. –Deanna Margini

From left, Francesca Manfredi, Leslie Morrow (translator), and Deanna Margini

On our last day together, Barbara Acton re- minded us: “It is so important within our local contexts to think about this idea of making our children and families visible. I hope that after your experience here, you will have a sense of place, of where you are, unique to children and families.”

During the morning session, Deanna estab- lished the focus for the day: “This morning we are going to tackle the theme of educational research and professional development, which is very important and very dear to our hearts in the Reggio experience. What do we mean by research in the daily experience of the in- fant-toddler centers and preschools? Often when we talk about research, it is in the context of academics or experimental. But our way of thinking about research is to interpret it in a

June 2016 39 After the celebration, participants returned to the conference venue. Presentations included a strong contribution by Deanna and Frances- ca on participation and citizenship. Francesca shared the work related to a public installation designed by the children for the scaffolding at the market hall in Reggio Emilia and shared the questions they considered: “As adults, we paused and read again to the children and de- cided with colleagues how to proceed. Do we adhere to the initial ideas of children, or do we go deeper to search for meaning?” The final offering from the Reggio speakers was As usual, the content of NAREA the video “Messages for the Planets,” in which the children expressed good wishes for the city. conferences remains invaluable for In the words of Deanna, “We conclude with the professional growth and continued children, the heart of our work—without them, efforts to raise the bar for children’s we would not be here together.” It was a special moment, as participants heard the children of environments and learning. Reggio Emilia’s thoughts on peace and wishes –Seventh NAREA Winter Conference participant for a world filled with possibilities. contexts, which opens up thoughts about what It was with joy and gratitude that we welcomed is possible.” our colleagues from Reggio Emilia, Italy, Dean- “I think the conference was a huge success in na Margini and Francesca Manfredi. We ex- integrating research ideas from leaders across tend our deep appreciation to the educators the globe. I would like to express my gratitude and families from L’Atelier Preschool, La Scu- for giving me the opportunity to participate ola, KLA Brickell, KLA Coral Gables, Bottega in this conference and having the chance to Community Child Development Center, and hear internationally renowned scholars in the Kinder House for all they have done to orga- field and learn from their contributions. The nize and host the conference. It was inspiring keynote speeches were stunning, and other to witness the participation of over 250 educa- talks were inspiring, too.” tors and advocates who value and respect the rights of children and who work to convey the “The overall conference was spectacular. It was significance of this new image of early child- very worthwhile, and I left feeling so energized hood education during the three days of the about the process.” Seventh NAREA Winter Conference. “The conference was wonderful. I really think it gave us the opportunity to continue to think We believe the words of participants accurately more about the work we do every day with the reflect our collective thoughts: children, families, and teachers.” “This was a wonderful opportunity to network “The conference was an enriching experience with other educators across the country who for me. It was excellent and inspiring. The vid- are Reggio inspired. The conference also pro- eos of the projects and the reflections about vided the audience with a wealth of enriching each experience gave us the opportunity to un- glimpses of the Reggio Emilia schools and their derstand the fundamentals of the philosophy context of engagement between the children, in a clear and deeper way.” parents, and the community. The conference gives participants time to listen and reflect “As usual, the content of NAREA conferences upon our own values and contexts. The pre- remains invaluable for professional growth and senters were amazing in bringing to life their continued efforts to raise the bar for children’s environments and learning.” 40 Innovations in Early Education Reflections on the 2016 NAREA Winter Conference By Janice Woods

Janice Woods is the child development program director at Chica- go Commons Child Development Program and has been part of the education community for 35 years. She became the assistant direc- tor at Chicago Commons in 1998 and the program director in 2005. She provides leadership for four Reggio-inspired, NAEYC-accredit- ed child care sites and leads an initiative to provide consulting to 16 partner Head Start programs in Chicago. Janice is an advisory board member of Crossroads for Learning, an organization that was formed following Chicago’s 2010 hosting period for “The Wonder of Learning – The Hundred Languages of Children” exhibit to inspire, support, connect, and challenge early childhood educators as they seek to understand and apply principles and practices of the Reggio Emilia approach within their own context.

The 2016 NAREA Winter Conference was for both the present and future. Deanna and a rejuvenating experience. It is important Francesca then talked about quality and for early childhood educators to seek pro- how it is a fundamental right of children and fessional development opportunities. As an families. They offered us a glimpse of their administrator, I can often be plagued with infant-toddler centers and preschools and meeting deadlines and maintaining compli- shared how the identities of children are cul- ance, so it was very good to get away for this tivated by the children’s own knowledge, re- learning experience. This conference is of lationships with others, rich environments, particular importance to me because of the and a variety of materials that offer opportu- way in which the practices of Reggio Emil- nities for learning. ia have inspired the work we do at Chicago Commons. The time was well spent, as it Following the presentation on quality, the gave me a few days to value and appreciate topic switched to documentation. Deanna the time, work, and dedication of the educa- and Francesca continued the focus on real- tors in our centers. izing children’s potential, providing experi- ences that provoke learning, documenting On the first day of the conference, the pre- those learning processes, and having these Image Credits senters from Reggio gave a wonderful pre- experiences come to life. The first day was sentation about the history of early child- packed with richness and complexity. I Images in this article courtesy of hood education in Reggio Emilia. Deanna found myself so immersed in the presenta- La Scuola, Lauren Curling, and Patty Randall Margini and Francesca Manfredi provided tions that I couldn’t wait to share all that I insight into how the values and principles had learned. I left the first day inspired and of the Reggio philosophy emerged. The con- in awe, and I couldn’t wait until the next text of that beginning presentation caused day. Needless to say, the rest of the confer- me to reflect on my values and how import- ence was not disappointing. I expected the ant it is to recognize the power of your histo- conference to be good, but it exceeded my ry because it serves as the point of reference expectations.

June 2016 41 Resources

Organizations “The Wonder of Learning – The Hundred Languages of Children” NAREA Exhibit North American Reggio Emilia Alliance reggioalliance.org June 23–November 13, 2016 Toronto, ON Reggio Children Hosted by the Ontario Reggio Association, [email protected] Message from the exhibit is located at the Fairmont Royal www.reggiochildren.it Reggio Children York Hotel and accompanied by a series of professional development initiatives. The office of Reggio Children is Reggio Children Publications Contact: Karyn Callaghan pleased that there is so much [email protected] interest in North America about our Resources published by Reggio Children ontarioreggioassociation.ca infant centers, preprimary schools, are available: and educational philosophy. We note with pride the resources In the U.S. from Learning Materials January-May 2017 published and professional Workshop Durham, NC development initiatives organized 802-862-8399 Hosted by the University of North Carolina about the Reggio Emilia approach [email protected] at Chapel Hill School of Education Early to education. We caution interested educators that some www.learningmaterialswork.com Childhood Program, Carolina Friends School, Lakewood Avenue Children’s School, and resources and initiatives related In Canada from Parentbooks to the Reggio Emilia approach Duke Sanford School of Public Policy, the 416-537-8334 have not accurately reflected our exhibit will be accompanied by a series of experiences and philosophy. [email protected] professional development initiatives. In order to ensure accurate www.parentbooks.ca representation of ideas concerning Contact: Sharon Palsha (general information Reggio, we urge publishers and and college/university group visits) or producers of resources as well Carmen Raynor (professional development as organizers of initiatives Bibliography and early education program visits) concerning the Reggio Emilia Visit the NAREA website for a comprehensive approach to coordinate their [email protected] plans with Reggio Children, listing of resources related to the Reggio s.r.l., via Bligny 1/a, 42100 Emilia educational philosophy. June–August 2017 Reggio Emilia, Italy, Ann Arbor, MI [email protected], Hosted by University of Michigan Children’s www.reggiochildren.it North American Study Groups Centers and University of Michigan-Dearborn in Reggio Emilia, Italy College of Health, Education, and Human October 15-22, 2016: U.S. Study Group Services, the exhibit will be accompanied by a Contact: Angela Ferrario, Reggio Children series of professional development initiatives. liaison in the U.S. for study groups Contact: Jennie McAlpine [email protected] [email protected] January–May 2018 International Professional Seattle, WA Development Initiatives in Reggio Hosted by WA Collective for Children as Emilia, Italy Citizens, the exhibit will be accompanied by a series of professional development initiatives. November 20-23, 2016 Contact: Paula Jones Infant-Toddler Centers and Preschools as [email protected] Privileged Contexts to Encounter and to June–November 2018 Know, Along with Families, Children with Boston, MA Special Rights: The Reggio Emilia Approach Hosted by the Boston Area Reggio to Education Study Group Inspired Collaborative, the exhibit will Contact: Reggio Children be accompanied by a series of professional www.reggiochildren.it development initiatives. Contact: Kelly Pellagrini [email protected]

42 Innovations in Early Education January-May 2019 Madison, WI Eighth NAREA Winter Conference - Hosted by the Preschool of the Arts, 4-C, Cultivating the Strong Potential of All WECA, Madison Public Library, The Children: Growing a Community Vision Overture for the Arts, Madison Children’s for Education Museum, One City Early Learning Center, Durham, NC and Little Explorers, the exhibit will be March 9-11, 2017 accompanied by a series of professional development initiatives. Contact: NAREA Contact: Stacy Mitchell reggioalliance.org [email protected]

Visit www.thewonderoflearning.com and reggioalliance.org for more information about the exhibit.

Call for Proposals – Peer-Reviewed Issue NAREA-Related See pp. 31-35 of this issue of Innovations for details. Professional Development For further information, contact Judith Allen Kaminsky, [email protected] Discount for NAREA members at all initiatives listed

“The Wonder of Learning - The Hundred Call for Submissions Languages of Children” Exhibit Initiatives NAREA is pleased to announce two new features to Toronto, ON Innovations. “The Story of Us” is envisioned as a regular feature that will introduce readers to the many and Professional Learning Series varied stories of Reggio-inspired schools in North America. “Mangiare in Bellezza” (Eating Beautifully) will July 16, 2016 focus on beautiful foods, recipes, and environments The Image of the Child in your schools. We invite you to send submissions for Speaker: Karyn Callaghan these new features and share the story and beauty of your work with young children. Contact Patty Randall August 20, 2016 for submission guidelines, [email protected] Pedagogical Documentation: “Framework of Wonder” Speaker: Ellen Brown Call for Cover Photographs September 17, 2016 If you have photographs from your educational Materials as a Form of Expression community that represent the values inherent in the Speakers: Jason Avery and Sylvia Curtiss- Reggio Emilia philosophy, and you would like to see one Norcross of them published on the cover of Innovations, please submit jpg or tiff files of high-resolution photographs September 24, 2016 (300 dpi @ 8” x 10”) to Judith Allen Kaminsky, [email protected] Connexion à la Communauté et la Culture: Visit reggioalliance.org for Francophone Session – Session en Français regularly updated conferences and initiatives calendar TBA: Indigenous Educators Session NAREA Jobs Site The Value of Listening: An Ongoing Searching for Reggio-inspired employment? Searching Process for Reflection, Dialogue, Change, for Reggio-inspired candidates? See the NAREA Jobs Image Credit and Sharing Perspectives Site section of our website to post or apply for positions. Reggio-inspired educators are in demand, and NAREA Image on back cover courtesy of November 11-13, 2016 strives to connect employers with employees through this service. Please help us spread the word in your Reggio Children Speakers: Amelia Gambetti and Lella Gandini community. Contact: Karyn Callaghan, karyncallaghan@ gmail.com, ontarioreggioassociation.ca

June 2016 43 Non-Profit Org. U.S. Postage PAID Permit No. 7 c/o Inspired Practices Marietta, GA in Early Education, Inc. 1131 Canton Street Roswell, GA 30075

770-552-0179 770-552-0767 (fax) [email protected] reggioalliance.org

Innovations In Early Education: The International Reggio Emilia Exchange

Our experience also confirms that children need a great deal of freedom: the freedom to investigate and to try, to make mistakes and to correct mistakes, to choose where and with whom to invest their curiosity, intelligence, and emotions. Children need the freedom to appreciate the infinite resources of their hands, their eyes, and their ears, the resources of forms, materials, sounds, and colors. They need the freedom to realize how reason, thought, and imagination can create continuous interweavings of things and can move and shake the world. – Loris Malaguzzi