Professional learning is a term that is commonly used, but refers to approaches that are vastly different.

In Reggio Emilia, they use the term formazione – capturing the ongoingness and the sense that we are constantly in formation through our engagement with others, with ideas, with materials, with the planet. It is seen as an everyday commitment to oneself, to colleagues, to the children and families.

We see the learning of educators who are working with young children as reciprocal, as generatively disruptive, as made visible in changes in what we do, as thriving in a context of exchange and continuity and research. It is informed by curiosity and crosses boundaries. We believe that theory and practice are inextricably intertwined, each informing the other. We see educators as researchers.

The word “professional” has been associated with neoliberal values and a marketplace narrative, but at the same time, we recognize that this designation has been hard-won. One way for us to try to identify our perspective on professional learning is to outline what it isn’t -for example: something to be consumed; something passive; something isolated from other aspects of what we are doing and thinking but just plopped on top; a kit; training.

We are in dialogue with Reggio Children, with the educators, pedagogistas and atelieristas who themselves are constantly engaged in formazione, and we see this as both an enormous privilege and a big responsibility.