Teacher research in Reggio Emilia, Italy: Essence of a dynamic, evolving role.

Authors

Carolyn P. Edwards, University of Nebraska-LincolnFollow
Lella Gandini

Date of this Version

Winter 2015

Citation

Edwards, C. P. & Gandini, L. (2015). Teacher research in Reggio Emilia, Italy: Essence of a dynamic, evolving role. Voices of Practitioners: Teacher Research in Early Childhood Education, Winter, 10(1).

Comments

Published by the National Association for the Education of Young Children, 1313 L St. NW, Suite 500, Washington, D.C. 20005

Abstract

Many aspects of the Reggio Emilia experience are fascinating to American educators, but perhaps none more than the role of the teacher. How do teachers (infant-toddler and preschool) support, facilitate, and guide children to the complex levels seen in classroom interactions as well as the creative works children produce? Certainly, the teacher’s role has intrigued both of us ever since we began our studies there, even before we began collaborating on the three successive editions of The Hundred Languages of Children (Edwards, Gandini, & Forman, 1993, 1998, and 2012). In each of those volumes, one of us (Carolyn) contributed a chapter specifically focused on the Role of the Teacher. In preparing the Third Edition, we interviewed many teachers and administrative leaders, and thereby, we gained many new insights into the dynamic and evolving aspects of teachers’ work in Reggio. In this article, we will summarize some of our thoughts about this issue, with particular focus on teachers as researchers.