Learning with the Pedagogy of Reggio Emilia

Featuring insights from experienced educators, the collection explores the transformative Reggio Emilia approach to early childhood education. It offers reflective prompts, vivid imagery, and diverse perspectives that empower practitioners and teacher educators to nurture inclusive and culturally rich learning environments. Readers will find compelling perspectives on the world-renowned Reggio Emilia Approach to early childhood education, with a unique focus on inspiring teacher preparation. This collection shares valuable learning experiences from graduates of the school–university partnership between University of Colorado Denver and Boulder Journey School. The chapter authors, all of whom were practicing teachers while enrolled in the Masters in Innovative Early Childhood Education program, invite early childhood practitioners and teacher educators to consider the transformative philosophy of Reggio Emilia for their teaching and learning. Given the wide range of perspectives, the book will be relevant to educators who work with children (birth to 3rd grade) and families representing diverse linguistic, cultural, racial, and ability identities, as well as those who work across different geographic locations. Book Features: A deep dive into how Reggio-inspired schools across the U.S. and the globe create learning spaces that foster a sense of belonging for educators, children, and families from diverse backgrounds. Every chapter closes with two sets of Reflective Prompts—one for early childhood educators and another for teacher educators—that will support readers in connecting the book’s content to their own experiences and contexts. 40 full-color photos and figures featuring student work, teaching and learning examples, and more. Chapter topics include the value of deep listening, diverse identities and cultures of belonging, inclusive and supportive social learning, languages of expression, children’s rights, racial equity, and the value of playful pedagogies. A concluding chapter written by lead faculty partner Lori Ryan proposes a hopeful future for teacher education and professional development grounded in social constructivism, inclusive pedagogies, and the current realities of the early childhood landscape.