Psychology, Department of


Date of this Version



Excerpt from a chapter on the role of the teacher in Reggio Emilia, Italy, published in the second edition of the following book. A revised chapter, with new examples, is to be published in the third edition. This material is fully copyrighted to Pearson Publishing, a division of ABC – CLIO.
The Hundred Languages of Children, Second Edition: The Reggio Emilia Approach, Advanced Reflections, edited by Carolyn Edwards, Lella Gandini, and George Forman. Greenwich, Conn.: Ablex, 1998, pp. 191-197.


To give a fuller picture and provide concrete examples of the abstract principles presented above, we offer four short observation records drawn from videotapes taken at the Diana School in 1988 and 1990. They illustrate different kinds of teacher behavior commonly seen in the Reggio Emilia preprimary schools.

The Teacher Gets Children Started
The Teacher Provides Instruction in Tool-Use and Technique
The Teacher Turns a Dispute into a Hypothesis to Test
The Teacher Encourages Children to Solve Their Own Disputes