Loris Malaguzzi and the Reggio Emilia Experience

The Municipal preschools of Reggio Emilia, in Northern Italy, are renowned world-wide for the excellence of their provision. This approach provides a unique collaboration between children, parents, teachers and the wider community.

Loris Malaguzzi and the Reggio Emilia Experience brings together the history and context of the Reggio Emilia experience, and explores the principles espoused by Loris Malaguzzi and the Early Years' Educators of the Reggio Emilia Municipality. It critically evaluates the emergent curriculum and quality provision and offers new insights into the powerful and dominant discourses of the Reggio movement.

It will provide students and educators with a comprehensive overview of the phenomenon that is Reggio Emilia.

Kathy Hall is Professor and Head of the School of Education at University College Cork, UK. She researches in the areas of learning, literacy and assessment. Her most recent research, ‘Values, Identity and Participation’, was funded by the Irish Research Council while a recent publication critically explores cultural and neurocultural approaches to learning (Networks of Mind: learning, culture, neuroscience, 2014, with Curtin and Rutherford).

Mary Horgan is Senior Lecturer in the School of Education and Director of the BA Early Years and Childhood Studies at University College Cork, UK. She has supervised numerous doctoral and masters theses; played a significant role in OMEP (Ireland) through conference organisation and editorship of proceedings; served on government committees and as external examiner for several third level institutions. She was vice-chairperson of the NCCA working group from which Aistear, the Irish Early Years Curriculum framework emerged.

Anna Ridgway is the Professional Practice/Placement Manager of the Early Years and Childhood Studies degree course in the School of Education at University College Cork, UK. She has visited Reggio Emilia twice as part of an International Study group. Her interests include Authentic Assessment and Differentiated Instruction, particularly with young children and she is strongly influenced by Montessori’s vision of the young child. She is co-editor of An Leanbh Óg, the OMEP Ireland Journal of Early Childhood Studies, an annual peer-reviewed publication.

Rosaleen Murphy is an Irish Research Council funded Research Fellow at the School of Education, University College Cork, UK. She has a particular interest in early childhood education and care. She was part of the National Council for Curriculum and Assessment team that developed Aistear, the Early Childhood Curriculum Framework, and she also co-edits An Leanbh Óg, the OMEP Ireland Journal of Early Childhood Studies, a peer-reviewed journal, published annually.

Maura Cunneen is Lecturer in the School of Education and is currently a Co-Director of the BA Early Years and Childhood Studies degree Course at University College Cork, UK. Among her areas of interest are the historical and current developments of early years education and care in Ireland and worldwide, gender in the early years, educational disadvantage and comparative curricula.
Denice Cunningham is a Professional Practice/Placement Supervisor of the BA Early Years and Childhood Studies degree course in the School of Education at University College Cork, UK. As part of her PhD, she studied international early years programmes, including the Reggio Emilia programme. She completed a Masters of Teaching and Learning in Higher Education (MATLHE), where she researched how to empower students with the skill of active listening when working with young children. This is now an area of interest to her and she lectures on the subject

Series Editor's Preface
Foreword
Acknowledgements

Introduction

Part I: Reggio Emilia and Loris Malaguzzi: Sociohistorical Context and Intellectual Biography
1: The history and context of the development of the Reggio Emilia Experience

Part II: Critical Exposition of the Reggio Emilia Experience
2: Principles into Practice
3: Partnership with Parents and Families
4: Curriculum: Ideology and Pedagogy in Reggio Emilia
5: A Discursive Analysis of Reggio Emilia

Part III: The Relevance of Reggio Emilia
6: Reggio Emilia: A Question of Quality

Conclusion

Appendix: 'No Way - The Hundred is There'
References
Index