Resources
ORA is committed to supporting dialogue, not only with others but also with the extensive body of resources available to us. We encourage reading and viewing, and rereading and re-viewing, as each encounter changes us and prepares us to understand differently. We have organized these resources into three “rooms” and a vestibule, and within each room, there is a consistent set of “shelves”: books; articles; digital resources; audiovisual resources; online videorecordings; resources available in French. We recognize that the list is not exhaustive, and we will endeavour to keep both the list and any hyperlinks current. We also recognize that any curation such as this is contestable, but we offer here our rationale for the placement of titles.
The vestibule was added to honour the legacy of Lella Gandini, organizing her many publications and videos
The first room includes primary source material, i.e., written/created by the educators of Reggio Emilia and/or published by, or available from Reggio Children. It also contains titles that have a significant proportion of the content written by educators from Reggio Emilia.
The second room includes resources written primarily by educators outside of Reggio Emilia, describing their interpretation of and experience with their understanding of The Reggio Emilia Approach®.
The third room includes contextual material – books and articles that can help us to think critically about contextual issues – discourses and geopolitical matters that are important for us to understand and address if we are to make transformation possible. These will generally include reference to Reggio Emilia, but address our dominant discourses rather than delving into details about the pedagogical strategies of the Reggio Emilia Approach. Provincial documents will also be included in this room.
Many of these resources are available to purchase or order.
In Canada:
Different Drummer Books:
513 Locust St, Burlington, ON L7S 1V3
http://www.differentdrummerbooks.ca/
In the United States:
NAREA
You can also browse the Innovations webpage and the Shop. There are numerous articles posted there as well as audio articles.
In Australia:
Reggio Emilia Australia Information Exchange
https://reggioaustralia.org.au/
We are also adding to our website curated lists of resources for our members. These include selected titles on topics such as pedagogical documentation. We will be adding to these curated lists, and welcome any suggestions you may have.
We acknowledge with gratitude the tremendous contribution of ORA member Kathy Boelsma in assembling this list and maintaining its currency.
You are welcome to copy our Resource Lists onto your school / agency / organization website, but ask that you identify the source by including our logo and tagline.
– A vestibule –
In June, 2025, we lost one of our cherished guides, Lella Gandini. Loris Malaguzzi entrusted Lella with the responsibility of disseminating the Reggio Emilia Approach in North America. ORA’s connection with Lella began in 2006, when we organized to bring The Hundred Languages of Children exhibit to Toronto. She continued to support us as a keynote speaker at conferences and as a visitor to schools, sharing not only her deep knowledge of the Reggio Emilia Approach, but also of how to help us to make meaning of this pedagogy in our context. She was our wise elder, perennially kind and optimistic. The best way we can honour her is to respect children’s and educators’ rights to a democratic, relationship-based, creative education, and to be a perennial researcher, embracing uncertainty – and joy. It is in this spirit that we have created this vestibule – a welcoming place – honouring Lella Gandini’s prolific legacy.
Books
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Ablex.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach – Advanced reflections (2nd ed.). Ablex.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.
Edwards, C., Gandini, L. & Nimmo, J. (2015). Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children – Reggio Emilia 1990.
https://digitalcommons.unl.edu/zeabook/29/
Gandini, L., & Edwards, C. (Eds.). (2000). Bambini: The Italian Approach to Infant/Toddler Care. Teachers College Press.
Gandini, L., Etheredge, S. & Hill, L. (2008). Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America. Davis Press.
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. Teachers College Press.
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2015). In the spirit of the studio: Learning from the atelier of Reggio Emilia. (2nd ed.) Teachers College Press.
McKeag, J., Nicholson, M., & Kun, T. (Eds.). (2016). The hundred languages in ministories: Told by teachers and children from Reggio Emilia (L. Gandini & L. Morrow, Trans.). Davis Publications.
Topal, C. W., & Gandini, L. (1999). Beautiful stuff! Learning with found materials. Davis Publications, Inc.
Topal, C. W., & Gandini, L. (Eds.) (2019). Beautiful stuff from nature: More learning with found materials. Davis Publications Inc.
Articles and Chapters
Cline, K., Edwards, C. P., Giacomelli, A., Gandini, L., Giovannini, D., & Galardini, A. (2012). A Day at Filastrocca Preschool, Pistoia, Italy: Meaning Making Through Literacy and Creative Experience. Faculty Publications, Department of Child, Youth, and Family Studies.
DOI:10.36510/learnland.v6i1.578
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1085&context=famconfacpub
Edwards, C. P., Cline, K. D., Gandini, L., Giacomelli, A., Giovannini, D., & Galardini, A. (2013). Books, Stories, and the Imagination at “The Nursery Rhyme”: A Qualitative Case Study of a Preschool Learning Environment in Pistoia, Italy. Faculty Publications, Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln.
DOI:10.1080/02568543.2013.850131
https://www.researchgate.net/publication/275265965_Books_Stories_and_the_Imagination_at_The_Nursery_Rhyme_A_Qualitative_Case_Study_of_a_Preschool_Learning_Environment_in_Pistoia_Italy
Edwards, C. P., & Gandini, L. (1989). Teachers’ Expectations About the Timing of Developmental Skills: A Cross-Cultural Study. Young Children 44(3).
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1017&context=famconfacpub
Edwards, C. P., & Gandini, L. (2015). Teacher research in Reggio Emilia, Italy: Essence of a dynamic, evolving role. Faculty Publications, Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln.
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1108&context=famconfacpub
Edwards, C. P., Gandini, L., & Nimmo, J. (1994). Promoting Collaborative Learning in the Early Childhood Classroom: Reggio Emilia, Italy, and Amherst, Massachusetts. Faculty Publications, Department of Psychology, University of Nebraska.
https://www.researchgate.net/publication/280072671_Promoting_Collaborative_Learning_in_the_Early_Childhood_Classroom_Reggio_Emilia_Italy_and_Amherst_Massachusetts
Gandini, L. (1991). Not Just Anywhere: Making Child Care Centers into “Particular” Places. Exchange, March/April, 5-8.
https://ccie-catalog.s3.amazonaws.com/library/5007805.pdf
Gandini, L. (2003). Values and principles of the Reggio Emilia Approach. In L. Gandini, S. Etheridge, & L. Hill (Eds.), Insights and inspirations from Reggio Emilia: Stories of teachers and children from North America (pp. 25-26). Davis Publications.
https://learningmaterialswork.com/wp-content/uploads/2016/06/ValuesAndPrinciples.pdf
Gandini, L. (2008). Introduction to the fundamental values of the education of young children in Reggio Emilia.
https://www.reggioalliance.org/wp-content/uploads/2021/08/INTRODUCTION-EDITED-FOR-BOOK-rev-LG-10-20-08.pdf
An earlier version of this article appeared in the November 1993 issue of Young Children:
https://www.reggioalliance.org/wp-content/uploads/2022/05/fundamentals-of-the-reggio-emilia-approach.pdf
Gandini, L., & Kaminsky, J. (2004). Reflections on the Relationship Between Documentation and Assessment in the American Context: An interview with Brenda Fyfe. Innovations in early education: The international Reggio Emilia exchange 11(2), 5-17.
https://www.reggioalliance.org/wp-content/uploads/2025/10/Reflections-on-Relationship-Between-Documentation-and-Assessment-with-Brenda-Fyfe.pdf
Also available at:
https://mdek12.org/sites/default/files/reflections_on_the_relationship_between_documentation_and_assessment.pdf
Interview Transcripts
American Journal of Play. (2022). Play and the Hundred Languages of Children: An Interview with Lella Gandini
https://www.museumofplay.org/app/uploads/2022/01/4-1-interview-gandini.pdf
Bartlett, S. (1993). Amiable space in the schools of Reggio Emilia: An interview with Lella Gandini. Children’s Environments 10(2)., 113-125. https://www.researchgate.net/publication/261982212_Amiable_Space_in_the_Schools_of_Reggio_Emilia_An_Interview_with_Lella_Gandini
Gandini, L. (1998). The Role of the Atelierista: An Interview with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach – Advanced reflections (2nd ed., pp. 139-157). Ablex.
https://www.dcrealliance.org/uploads/2/5/1/9/25193966/chapter-7-role-of-atelierista.pdf
Kaminsky, J., & Gandini, L. (2004). Reflections from an American context on “The Path Toward Knowledge”: An interview with Lynn White. Innovations in Early Education: The International Reggio Emilia Exchange, 11(3), 7–14.
https://www.reggioalliance.org/wp-content/uploads/2025/10/Reflections-from-an-American-Context-on-The-Path-Toward-Knowledge.pdf
Videos
Forman, G., & Gandini, L. (1994). An Amusement Park for Birds [Video]. YouTube. (Originally produced by Performanetics)
https://www.youtube.com/watch?v=I36U6Ckl11I
Gandini, L. (2010). Messing about in science: Making visible the thinking and ideas of David and Frances Hawkins: Supporting continued action in teaching and learning. Conference presentation at Lesley University, April 30, 2010.
https://vimeo.com/22660718?fl=pl&fe=vl
Gandini, L., & Forman, G. (1992). A message from Loris Malaguzzi: as interviewed by Lella Gandini, La Villetta School, Reggio Emilia, April 1992 [VHS video]. Reggio Children.
Lella shared some of her background during the In the Home Studio session online, July 25, 2020.
Arno Stern’s atelier in Paris was an early reference for Lella’s studio teaching from her apartment in the 1970s:
https://arnostern.com/en/en_biography.htm
https://www.youtube.com/watch?v=I2qq-JOPqTE
https://www.youtube.com/watch?v=p7byB1qIIrw
(choose English subtitles if the videos don’t have them already)
Pinnacle Preschool A Conversation with Lella Gandini (Pinnacle Preschool) Making Learning Visible Conference
https://youtu.be/pUeX88rxj-I?si=1VyGck8qSr0eImq-
In this video, Lella discusses the constructs of observation and making learning visible.
Translations
Malaguzzi, L. (1994). Your image of the child: Where teaching begins (B. Rankin, L. Morrow, & L. Gandini, Trans.). Exchange 3/94.
https://www.reggioalliance.org/wp-content/uploads/2024/07/malaguzziccie1994.pdf
Malaguzzi, L. (1993). For an education based on relationships (L. Gandini, Trans.). Young Children, 49(1), 9–12.
https://www.reggioalliance.org/wp-content/uploads/2022/05/education-based-on-relationships.pdf
Conference Notes
Multiple Perspectives on Standards (November 10, 2006 Atlanta, Georgia Honoring Amelia Gambetti, Reggio Children International Exchanges Coordinator and Liaison for Consultancy in Schools, Istituzione Scuole e Nidi d’infanzia Advisory Council, Reggio Emilia, Italy)
Remarks by Lella Gandini, Reggio Children Liaison in the U.S. for the Dissemination of the Reggio Emilia Approach
I believe that some in the U.S. incorrectly assume that early childhood educators in the schools of Reggio Emilia do not have to be aware of educational standards. But it is a question of defining the meaning and the function of such guiding principles, standards or guidelines, and considering them as a given once and for all. I’d like to offer some historical perspective on Italian early education standards. In Italy, after the establishment of free preschools for young children (3 to 6 years of age) in 1968, a national committee designed Guidelines (Orientamenti per la Scuola Materna) that were published in 1969, with the intent to guide the educational process. At the regional level, regulations about space and safety were carefully designed and enacted along with the 1968 law. The regional governments were also given the responsibility for the regulations regarding adult/child ratio, the space and the caregivers’ qualifications when the law establishing infant-toddler centers was passed in 1971. By then, some of the regions such as Emilia Romagna and Toscana had already started progressive programs in various municipalities.
In 1972, Loris Malaguzzi succeeded in obtaining a favorable vote from the City Council for the official regulations that he had designed for the preschools of the municipality of Reggio Emilia. Those regulations introduced for the first time the presence of two teachers per classroom of 30 children (ratio 1:15 to be lowered later), the presence of the atelier and atelierista, the organization of a pedagogical team, professional development of teachers and the participation of parents.
The intent to offer harmonic development of all potentials for all children was clearly stated. In 1989, the Italian national government introduced a new set of guidelines for preschools. Although Loris Malaguzzi did not directly participate in the work of the National Committee, his thought and practices are, in part, reflected in this new set of guidelines. The topics cover fields of experience, such as body and movement; discourse and verbalization; space order and measurement; messages and forms of communication; things, time and nature; and myself and others.
In Malaguzzi’s discussion of those guidelines, he drafted a further set of guidelines that he entitled, Fields of Experience and of Knowledge.
In the late 1990’s, Italian educators and administrators entered into dialogue and discussion with their European colleagues about the definition of quality, albeit “good quality” in early education. More specific guidelines were drafted and enacted to create “quality indicators.” A variety of such guidelines and handbooks have been produced, especially with regard to infant/toddler care and education.
What follows is a list of such quality indicators, presented with ample description, produced by a committee of educators and administrators and published by the municipality of Trento.
- Image of the system and accessibility to parents
- Environment and space as a stimulus and a resource
- Activities, objects and materials for children
- A system of relationships
- Educational work: collegiality, professionalism and pedagogical support
- Documentation as communication and assessment
- Relationship with parents and family participation
- Continuity, connection with other services and inclusion of diversity
- Balance between cost and benefits (Bambini, 2001)
In conclusion, a more basic question was raised in considering the attempt to define indicators of quality. This critique continues to develop in the discussion among European leaders in education, such as Peter Moss and Gunilla Dahlberg along with Carlina Rinaldi in Reggio Emilia, regarding whether it is worthwhile and even possible to define indicators of quality (or standards) that cannot be universally objective and valid indicators of outcomes. Rather, educators should engage in critical inquiry with one another and with parents directly involved on how to understand development, knowledge and learning.
An essential tool for this respectful process of understanding is pedagogical documentation. Pedagogical documentation assists educators and parents in reflecting on the perspective of the young child in each particular context and gives the possibility to assess the work in process there (Dahlberg, Moss and Pence, 1999; Rinaldi, 2006).
In addition, Lella bequeathed a staggering collection of her work to the Brian Sutton-Smith Library and Archives of Play at the Strong National Museum of Play in Rochester, New York. You can find a guide to the Lella Gandini Early Childhood and Children’s Folklore Collection. https://archives.museumofplay.org/repositories/3/resources/47
Tribute to Lella by Reggio Children
Lella Gandini, one of the most influential supporters of the Reggio Emilia Approach internationally, particularly in the United States, where she moved in 1972, has passed away. Her academic education and passionate commitment fostered a lively dialogue between Reggio Emilia pedagogy and the North American context. Starting in the 1980s, her research, documentation and cultural mediation work contributed decisively to the spread of the Reggio Approach overseas. Since 1994, she has been a reference in the United States for Reggio Children, promoting images, narratives and educational practices from the infant-toddler centres and preschools of Reggio Emilia. Among her publications, it is impossible not to mention The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education, co-edited with Carolyn Edwards and George Forman, now in its third edition. This volume represents a milestone in international knowledge of the Reggio Approach and includes a long interview with Loris Malaguzzi, with whom Gandini had a relationship of deep friendship and mutual esteem, at both human and professional level. Gandini was also co-author and editor of fundamental volumes such as Insights and Inspirations from Reggio Emilia and Beautiful Stuff!. Since 1997, she was also associate editor of the journal Innovations in Early Childhood Education: The International Reggio Exchange. During her career, she taught at the University of Massachusetts, Amherst, and was a visiting scholar at Lesley University in Cambridge, Massachusetts. She received important awards, including an Honorary Doctorate in Humane Letters from the Erikson Institute in 2004 and the Smith College Medal in 2008. Her contribution significantly brought Italian and US educational cultures closer together, leaving a deep mark on the culture of listening, respect and responsibility towards children.
The First Room
Resources written/created either entirely or containing a significant amount of content by the educators of Reggio Emilia and/or published, or available from Reggio Children.
Books
Anceschi, A., & Maccaferri, E. (Eds.). (2022). Accorpamenti: Resonances between dance and music (C. Vickers & J. Wood, Trans.). Reggio Children.
Baldini, R., Cavallini, I., & Vecchi, V. (Eds.). (2012). One city, many children: Reggio Emilia, a history of the present (J. McCall, Trans.). Reggio Children.
Barazzoni, R. (2018). Brick by brick: The history of the XXV Aprile Municipal Preschool of Villa Cella (J. Costa & L. Morrow, Trans.). Reggio Children.
Cagliari, P., Castagnetti, M., Giudici, C., Rinaldi, C., Vecchi, V., & Moss, P. (Eds.). (2016). Loris Malaguzzi and the schools of Reggio Emilia: A selection of his writings and speeches, 1945-1993 (J. McCall, Trans.). Routledge.
Castagnetti, M., Rubizzi, L., & Vecchi, V. (1995). A journey into the rights of children (L. Morrow, Trans.) Reggio Children.
Cavallini, I., Filippini, T., Trancossi, L., & Vecchi, V. (Eds.). (2008). The park is… . Reggio Children.
Cavallini, I., Filippini, T., Trancossi, L., & Vecchi, V. (Eds.). (2008). We write shapes that look like a book (J. McCall & L. Morrow, Trans.). Reggio Children.
Cavallini, I., Filippini, T., Vecchi, V., & Trancossi, L. (Eds.). (2011). The Wonder of Learning: The Hundred Languages of Children (J. McCall, Trans.). Reggio Children.
Cavallini, I., & Tedeschi, M. (Eds.). (2008). The languages of food: Recipes, experiences, thoughts (L. Morrow, Trans.). Reggio Children.
Ceppi, G. & Zini, M. (Eds.). (1998). Children, spaces, relations: Metaproject for an environment for young children (L. Morrow, Trans.). Reggio Children and Domus Academy Research Center.
Davoli, M., & Ferri, G. (Eds.). (2000). Reggio tutta: A guide to the city by the children (G. Grassselli & L. Morrow, Trans.). Reggio Children.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Ablex.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach – Advanced reflections (2nd ed.). Ablex.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.
Edwards, C., & Rinaldi, C. (2009). The diary of Laura. Redleaf Press.
Ferrari, A., & Giacopini, E. (Eds.). (2005). REMIDA Day Muta… menti (Mind mutations) (L. Morrow, Trans.). Reggio Children.
Filippini, T., & Vecchi, V. (Eds.). (1997). The hundred languages of children: Catalogue of the exhibit. (2nd ed.) (T. Filippini, N. B. Podini, C. C. Richardson, & L. Morrow, Trans.). Reggio Children.
Filippini, T., & Vecchi, V. (2009). Browsing through ideas (J. McCall, Trans.). Reggio Children.
Filippini, T., Giudici, C., & Vecchi, V. (Eds.). (2008). Dialogues with places (L. Morrow, Trans.). Reggio Children.
Giamminuti, S., Cagliari, P., Giudici, C., Strozzi, P. (2023). The Role of the Pedagogista in Reggio Emilia: Voices and Ideas for a Dialectic Educational Experience (J. McCall, Trans.). Routledge.
Istituzione of the Municipality of Reggio Emilia. (2018). Bordercrossings: Encounters with living things / digital landscapes (J. McCall, Trans.). Reggio Children.
McKeag, J., Nicholson, M., & Kun, T. (Eds.). (2016). The hundred languages in ministories: Told by teachers and children from Reggio Emilia (L. Gandini & L. Morrow, Trans.). Davis Publications; Reggio Children.
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia. (1995). Fountains – From a project for the construction of an amusement park for birds (L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia. (1995). Tenderness (L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia. (1996). The little ones of silent movies: Make-believe with children and fish at the Infant-toddler Center (G. Rabitti, & L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia. (1997). Shoe and meter: Children and measurement (L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia. (2008). We write shapes that look like a book (J. McCall & L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres of the Municipality of Reggio Emilia. (2010). Indications Preschools and Infant-toddler Centres of the Municipality of Reggio Emilia (L. Morrow, Trans.). Reggio Children.
Preschools and Infant-toddler Centres Istituzione of the Municipality of Reggio Emilia. (2017). Charter of services of the municipal infant-toddler centres and preschools (L. Morrow, Trans.). NAREA.
Project Zero and Reggio Children (2001). Making learning visible: Children as individual and group learners. Project Zero and Reggio Children.
Reggio Children (2015). Historical Notes and General Information: The Infant-toddler Centres and Preschools of Reggio Emilia (J. McCall & L. Morrow, Trans.). https://www.reggiochildren.it/en/rc/publishing/books-and-audiovisuals/historical-notes-and-general-information/
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning (L. Morrow & J. McCall, Trans.). Routledge.
Rinaldi, C. (2021). In dialogue with Reggio Emilia: Listening, researching and learning (2nd ed.) (L. Morrow & J. McCall, Trans.). Routledge.
Rodari, G. (1980). The grammar of fantasy (2025 edition) (J. Zipes, Trans.). Enchanted Lion Books. Original work published 1980)
Strozzi, P., & Vecchi, V. ((2002). Advisories: Five- and six-year-old children tell incoming three-year-olds about their new preschoo. (L. Morrow, Trans.). Reggio Children.
Study Group on “Identities and Functions of the City and Childhood Councils”. (2003). Charter of the city and childhood councils (J. McCall, Trans.). Reggio Children.
Sturloni, S., & Vecchi, V. (Eds.). (2006). Everything has a shadow, except ants (Costa, J. & Morrow, L., Trans.). Reggio Children.
Tedeschi, M., & Giudici, C. (Eds.). (2025). Creta: Techniche, esperienze, immaginari. Reggio Children. (Note: This eagerly awaited book, Clay: Techniques, experiences, imaginaries is currently being translated by Jane McCall. The English edition is pending.)
Vecchi, V. (Ed.). (2002). Theater curtain: The ring of transformation (L. Morrow, Trans.). Reggio Children.
Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education (J. McCall & L. Morrow, Trans.). Routledge.
Vecchi, V., & Giudici, C. (Eds.). (2004). Children, art, artists: The expressive languages of children, the artistic language of Alberto Burri (G. Grasselli & L. Morrow, Trans.). Reggio Children.
Vecchi, V., & Ruozzi, M. (Eds.). (2015). Mosaic of marks, words, material (L. Morrow, Trans.). Reggio Children.
Books available in French
Filippini, T., & Vecchi, V. (Eds.). (2001). Les cents langages des enfants : Catalogue de l’exposition (2ième ed.) (P. Scaltriti, Trans.). Reggio Children.
Malaguzzi, L., Rinaldi, C., Casarini, T., Gambetti, A., & Piazza, G. (Eds.). (1999). Les Fontaines, d’après un projet pour la construction d’un parc d’attractions pour les petits oiseaux (P. Scaltriti, Trans.). Reggio Children.
Marastoni, F., & Borciani, E. (Eds.). (2021). Indications: Les écoles préscolaires et les centres poupons-bambins de la municipalité de Reggio Emilia (Association Reggio de l’Ontario Trans.). Reggio Children.
Sturloni, S., & Vecchi, V. (Eds.). (2000). Tout a une ombre hormis les fourmis (P. Scartriti, Trans.). Reggio Children.
Articles
Bonilauri, S., & Quinti, B. (2020). The art of research dwells in the hands of children: Educational research in the Reggio Emilia Approach. Innovations in Early Education: The International Reggio Emilia Exchange, 27(3), 4-11.
Cagliari, P., Giudici, C., Pranzitelli, M., & Vecchi, V. (2011). Children and figurative writing. Innovations in Early Education: The International Reggio Emilia Exchange, 18(2), 5-11.
Edwards, C., & Gandini, L. (2015). Teacher research in Reggio Emilia: Evidence of a dynamic, evolving role.
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1108&context=famconfacpub
Filippini, T. (2017). Insights, answers, and advice. Africa Reggio Emilia Alliance.
https://reggiocoza.files.wordpress.com/2017/12/tiziana-filippini-2017-visit-to-sa-insights-answers-advice.pdf
Gandini, L. (1990). The Role of the Atelierista: An Interview with Vea Vecchi.
https://www.dcrealliance.org/uploads/2/5/1/9/25193966/chapter-7-role-of-atelierista.pdf
Gandini, L. (2008). Introduction to the fundamental values of the education of young children in Reggio Emilia.
https://www.reggioalliance.org/wp-content/uploads/2022/05/fundamentals-of-the-reggio-emilia-approach.pdf
Giudici, C. (2011). Between signs and writing: How children approach the written code. Innovations in Early Education: The International Reggio Emilia Exchange, 18(2), 1-4.
Lanzi, D. (2024). The relationship between theory and practice as a “dance of knowledge”. Innovations in Early Education: The International Reggio Emilia Exchange, 31(3), 6-9.
https://www.reggioalliance.org/wp-content/uploads/2025/01/2024-narea-innovations-31-3-free-article-watermark-edit.pdf
Malaguzzi, L. (1993). For an education based on relationships (L. Gandini, Trans.). Young Children, 49(1), 9–12.
https://www.sightlines-initiative.com/images/Library/reggio/Your_Image_of_the_Child-Where_Teaching_Begins.pdf
Malaguzzi, L. (1994) Your image of the child: Where teaching begins (B. Rankin, L. Morrow, & L. Gandini, Trans.). Exchange 3/94.
https://www.reggioalliance.org/wp-content/uploads/2024/07/malaguzziccie1994.pdf
Moss, P., & Cremaschi, F. (Eds.). (2004, March). Celebrating 40 years of Reggio Emilia – The pedagogical thought and practice underlying the world-renowned early services in Italy. Children in Europe 6. Children in Scotland.
Reggio Children. (2011). The Wonder of Learning: The Hundred Languages of Children – An Exhibit from Reggio Emilia. Journal of Childhood Studies, 36(2), 36-38. https://doi.org/10.18357/jcs.v36i2.15095 https://journals.uvic.ca/index.php/jcs/issue/view/876
Rinaldi, C. (2001). The pedagogy of listening: The listening perspective from Reggio Emilia. Innovations in Early Education: The International Reggio Emilia Exchange, 8(4), 1-4.
Rinaldi, C (2003). The Teacher as a Researcher. Innovations in Early Education: The International Reggio Emilia Exchange, 10(2), 1-4.
Click here to view the article.
Rinaldi, C. (2004). The relationship between documentation and assessment. Innovations in Early Education: The International Reggio Emilia Exchange, 11(1), 1–4.: https://reggioaustralia.org.au/wp-content/uploads/2024/04/Reading-2-The-relationships-between-Documentation-and-Assessment-Rinaldi.pdf
Spaggiari, S. (1996, April). Loris Malaguzzi and the children with heads held high (L. Morrow, Trans.). Rechild News, (5). https://www.reggiochildren.it/assets/Uploads/Rechild-Aprile-1996.pdf
Digital Publications
Reggio Children also offers digital resources to support ongoing research: www.reggiochildren.it Here are two examples:
Malaguzzi, L. (2020). The Fragments E-Book Series. Reggio Children. https://www.reggiochildren.it/en/rc/publishing/ebook/
This series consists of 6 ebooks:
- Commentaries for a code to reading the exhibition “If the Eye Leaps over the Wall” (1981), “The Hundred Languages of Children” (1987).
- Children, the War and Us Living authentically with the different ways of feeling
- Design/Progettazione in infant-toddler centres and preschools Research open to wonder, between the possible, probable, and unpredictable
- Participation and social management Either we do education together, or there is no education
- School, buildings, furnishing Parallel lives, impossible lives? Coming soon:
- Our ideas on society, culture and childhood education
Reggio Children’s Digital Education Toolbox (2020) https://www.reggiochildren.it/en/rc/education/digital-toolbox/the-myriad-forms-of-research-in-children-and-adults-multi/
Audio/Visual Resources
Videos
Barsotti, C. (n.d.). The man from Reggio Emilia. Mandragola [DVD].
Fasano, M. (Director). (2002). Not just anyplace: Reggio Emilia – An educational experience as told by the protagonists [DVD]. Reggio Children.
Gandini, L., & Forman, G. (1992). A message from Loris Malaguzzi: as interviewed by Lella Gandini, La Villetta School, Reggio Emilia, April 1992 [VHS video]. Reggio Children.
Reggio Children (2009). Landscapes: Open window work in progress – Photographs by teachers and atelieristas of preschools and infant-toddler centres, Istituzione of the Municipality of Reggio Emilia [Slides on DVD].
Reggio Children (2011). The times of time: Photographic exhibition – children from the infant-toddler center to the primary school (L. Morrow, Trans.). [Video and photographic montage on DVD].
Reggio Children (2012). Shadow stories: Poetics of an encounter between science and narration (J. McCall & L. Morrow Trans.) [DVD].
Reggio Children (2014). Everyday utopias: A day in an infant-toddler centre; A day in a preschool (L. Morrow, Trans.) [DVD].
Reggio Children (2014). Participation is an invitation: Citizen, citizenship, participation [DVD].
Reggio Children (2017). The many faces of the assembly: A study on the human figure in drawing, clay, and photography [DVD].
Online Videorecordings
Cagliari, P., & Vecchi, V. Loris Malaguzzi and the Schools of Reggio Emilia.
https://vimeo.com/394904114
De Poi, S. (Ed.). (2017, December 20). Piazza piazze [Film].
YouTube. https://www.youtube.com/watch?v=g65ZO7zbVKI
Filippini, T. (2012). Documentation: Transforming our perspective [Film].
Vimeo. https://vimeo.com/36323323
Forman, G., & Gandini, L. (2006). An Amusement Park for Bird [Video].
YouTube. https://www.youtube.com/watch?v=I36U6Ckl11I
Malaguzzi, L. (1993). Interview with Folco Quilici [Video].
YouTube. https://www.youtube.com/watch?v=MkpWOPZA6M4
Preschools and Infant-toddler Centres – Istituzione of the Municipality of Reggio Emilia and Reggio Children. (February 2020). Immagina un bosco / Imagine a forest [Film].
Vimeo. https://vimeo.com/search?q=immagina%20un%20bosco
Reggio Children. (2016). Planetary messages [Video].
Vimeo. https://vimeo.com/394903249
Rinaldi, C. (2012-2013). Documentation – from Adelaide Australia’s Thinkers in Residence series.
YouTube. https://www.youtube.com/watch?v=hUVi-fLc0zA
Rinaldi, C. (2012-2013). Introduction to Reggio Emilia – from Adelaide Australia’s Thinkers in Residence series.
YouTube. https://www.youtube.com/watch?v=lWf9mBJ548k
Rinaldi, C. (2012-2013). Making Learning Visible – from Adelaide Australia’s Thinkers in Residence series.
YouTube. https://www.youtube.com/watch?v=byM7LdWQH-U
Rinaldi, C. (2012-2013). Reclaiming Childhood – from Adelaide Australia’s Thinkers in Residence series
https://www.youtube.com/watch?v=byM7LdWQH-U
Rinaldi, C. (2012-2013). Teaching and Learning – from Adelaide Australia’s Thinkers in Residence series.
YouTube. https://www.youtube.com/watch?v=EhleI3vCQWU
Rinaldi, C. (2012-2013). The Competent Child – from Adelaide Australia’s Thinkers in Residence series.
YouTube. https://www.youtube.com/watch?v=meuYauSzt7U
Vecchi, V. (2018). Art and Creativity in Reggio Emilia https://www.youtube.com/watch?v=xaMHusQjvV8
Podcasts
Lanes, S. (Host). (2021, March 11). Meeting Malaguzzi with Amelia Gambetti (Part 1) Awakened to Reggio. [Audio podcast episode].
https://podcasts.apple.com/us/podcast/meeting-malaguzzi-with-amelia-gambetti/id1525669538?i=1000512685914
Lanes, S. (Host). (2021, May 9). Building an Approach with Amelia Gambetti (Part 2) Awakened to Reggio. [Audio podcast episode].
https://podcasters.spotify.com/pod/show/sandy-lanes/episodes/Building-An-Approach-with-Amelia-Gambetti-part-2-e10dr6u
The Second Room – Secondary source material
Entries that begin with an asterisk* indicate that the authors / contributors include educators from Canada. Entries that begin with two asterisks** indicate that contributors include educators from Ontario.
Books
**Avery, J., Callaghan, K., & Wien, C. A. (2016). Documenting children’s meaning: Engaging in design and creativity with children and families. Davis Publications Inc.
Cadwell, L. B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Teachers College Press.
Cadwell, L. B. (2003). Bringing learning to life: The Reggio approach to early childhood education. Teachers College Press.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Routledge.
Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. Routledge.
*Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2006). Insights: Behind early childhood pedagogical documentation. Pademelon.
*Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2012). Conversations: Behind early childhood pedagogical documentation. Pademelon.
*Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2017). Pedagogical documentation in early years practice: Seeing through multiple perspectives. Sage.
*Fraser, S. (2013). Authentic childhood: Experiencing Reggio Emilia in the classroom (3rd ed.). Nelson Thomson Learning.
Gandini, L., Etheredge, S. & Hill, L. (2008). Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America. Davis Press.
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2005). In the spirit of the studio: Learning from the atelier of Reggio Emilia. Teachers College Press.
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2015). In the spirit of the studio: Learning from the atelier of Reggio Emilia (2nd ed.) Teachers College Press.
Giamminuti, Stefania. (2013). Dancing with Reggio Emilia: Metaphors for quality. Pademelon Press.
Hendrick, J. (Ed.). (1997). First steps toward teaching the Reggio way. Prentice-Hall.
*Hendrick, J. (Ed). (2003). Next steps toward teaching the Reggio way: Accepting the challenge to change. Pearson Merrill Prentice Hall.
Hoyuelos, A. (2013). The ethics in Loris Malaguzzi’s philosophy. Reykjavik: Isalda.
Katz, L. G. & Cesarone, B. (1994). Reflections on the Reggio Emilia approach. ERIC Clearinghouse. https://files.eric.ed.gov/fulltext/ED375986.pdf
Krechevsky, M., Mardell, B., Rivard, M., & Wilson, D. (2013). Visible learners: Promoting Reggio-inspired approaches in all schools. Jossey-Bass.
Milliken, J. (2003). Reflections: Reggio Emilia principles within Australian contexts. Pademelon Press.
Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. Routledge.
*Patterson, C., & Kocher, L. (2019). Pedagogies for children’s perspectives. Routledge.
*Stacey, S. (2011). The unscripted classroom: Emergent curriculum in action. Redleaf Press.
*Stacey, S. (2015). Pedagogical documentation in early childhood: sharing children’s learning and teachers’ thinking. Redleaf Press.
*Stacey, S. (2018). Emergent curriculum in early childhood settings: From theory to practice. (2nd ed.). Redleaf Press.
*Stacey, S. (2023). Pedagogical documentation in early childhood: sharing children’s learning and teachers’ thinking. (2nd ed.). Redleaf Press.
Topal, C. W., & Gandini, L. (1999). Beautiful stuff! Learning with found materials. Davis Publications, Inc.
**Topal, C. W., & Gandini, L. (Eds.). (2019). Beautiful stuff from nature: More learning with found materials. Davis Publications Inc.
**Wien, C. A. (2004). Negotiating standards in the primary classroom: The teacher’s dilemma. Teachers College Press.
**Wien, C. A. (Ed.) (2008). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. Teachers College Press and National Association for the Education of Young Children.
**Wien, C. A. (2014). The power of emergent curriculum: Stories from early childhood settings. National Association for the Education of Young Children.
**Wien, C. A., Jacobs, B., & Brown, E. (2015). Emergent curriculum and the tension between relationship and assessment. In B. Spodek & O. Saracho (Eds.), Contemporary perspectives on research in assessment and evaluation in early childhood education. Information Age Publishing.
Books in French
Dubois, E. (2022). La pédagogie à Reggio Emilia, cité d’or de Loris Malaguzzi. L’Harmattan.
(Note: this is a digital book.)
Articles
Please note that prior to April 2016, the journal that is now entitled “Journal of Childhood Studies” was entitled “Canadian Children”. It continues to be the journal of the Canadian Association for Young Children. Articles from this journal can be located and retrieved from https://journals.uvic.ca/index.php/jcs/issue/archive
The journal Innovations in Early Education: The International Reggio Emilia Exchange is the journal of the North American Reggio Emilia Alliance. Prior to 2012, it had been published by The Merrill-Palmer Institute at Wayne State University. Select back issues can be purchased from NAREA at https://www.store.reggioalliance.org/collections/innovations-single-issues
NAREA also makes a selection of articles available on their website. This list changes over time. https://www.reggioalliance.org/innovations/
Acton, B., Cooper, M., & Neugebauer, B. (2004). Investing in future possibilities: The North American Reggio Emilia Alliance. Journal of Childhood Studies, 29(1), 41-42. Retrieved from https://journals.uvic.ca/index.php/jcs/issue/view/1302
**Andrejas, T., Salau, L., Simon, M., & Pierce, N. (2021). In honor of a life with trees: Recollections of living in relation. Innovations in Early Education: The International Reggio Emilia Exchange, 28(3), 61.
**Brown, E. M. Interpretations of pedagogical documentation in early learning and kindergarten settings by educators in Ontario, Canada. Doctoral dissertation York University Toronto, Ontario June 2021
https://yorkspace.library.yorku.ca/items/8a365e6d-1e63-4afa-b77a-04a0b87541f8
**Callaghan, K. (2002). Nurturing the Enthusiasm and Ideals of New Teachers Through Reflective Practice. Journal of Childhood Studies, 27(1), 38-41. Retrieved from https://journals.uvic.ca/index.php/jcs/issue/view/1321
**Callaghan, K. (2013). The environment is a teacher. Think, Feel, Act: Lessons from Research about Young Children. Ontario Ministry of Education, 11-15.
**Callaghan, K. (2018). Which wolf will you feed? In A. Pelo, & M. Carter, From thinking to teaching: A pedagogy for minds at work (pp. 333-336). Redleaf.
**Callaghan, K., & Avery, J. (2015). Inspired and inspiring change in early childhood education in Ontario. Innovations in Early Education: The International Reggio Emilia Exchange, 22(1), 10-21.
**Callaghan, K., Long-Wincza, V., & Velenosi, C. (2018). “Of, Not For.”: The Evolving Recognition of Children’s Rights in a Community. Journal of Childhood Studies, 42(4), 17-36.
https://journals.uvic.ca/index.php/jcs/article/view/18101
**Callaghan, K., & Kaminsky, J. (2023). Dissemination: Planting seeds. Innovations in Early Education: The International Reggio Emilia Exchange, 30(1), 4-25.
**Callaghan, K., & Redmond, S. (2020). The joy of rereading: “History, ideas, and basic principles: An interview with Loris Malaguzzi”. Innovations in Early Education: The International Reggio Emilia Exchange, 27(2), 26-33.
Carlsen, K., & Clark, A. (2022). Potentialities of pedagogical documentation as an intertwined research process with children and teachers in slow pedagogies. European Early Childhood Education Research Journal 30(2). DOI: 1080/1350293X.2022.2046838
https://www.tandfonline.com/doi/epdf/10.1080/1350293X.2022.2046838?needAccess=true
**Colley, A., Grzybowski, K., Humphreys, A., Sawyers, J., & Van Benschop, S. (2021). Beautiful ecologies: Deepening connection. Innovations in Early Education: The International Reggio Emilia Exchange, 28(1), 4-19.
**Dickinson, D., & Hislop, S. (2011). The way the words go: An emergent approach to music curriculum. Innovations in Early Education: The International Reggio Emilia Exchange, 18(4), 6-14.
**Doherty, D. A. (2004). The Reggio Approach to Education: A Seminar in Toronto, Canada. Journal of Childhood Studies, 29(2), 42-45. Retrieved from https://journals.uvic.ca/index.php/jcs/issue/view/1303
**Dubey, P., Imbesi, A., McSherry, T., & Seaman, E. (2021). A gift of togetherness: How documentation connected and changed us in a changed world. Innovations in Early Education: The International Reggio Emilia Exchange, 28(3), 32-43.
Edwards, C. P. (1995). Democratic participation in a community of learners: Loris Malaguzzi’s philosophy of education as relationship. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1014&context=famconfacpub
Fleet, M., & Patterson, C. (2022). Textual analysis speaks: Pedagogical documentation as relational pedagogy. Alberta Journal of Educational Research, 68(4), 480-498. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/73402/56319
Fyfe, B. (1998). Questions for collaboration: Lessons from Reggio Emilia. Canadian Children, 23(1), 22–24.
https://journals.uvic.ca/index.php/jcs/issue/view/1291
Fyfe, B., & Rinaldi, C. (2002). Making learning visible: Adults as individual and group learners. Journal of Childhood Studies, 27(1), 4-9. Retrieved from https://journals.uvic.ca/index.php/jcs/issue/view/1321
Gandini, L., & Kaminsky, J. (2004). Reflections on the Relationship Between Documentation and Assessment in the American Context: An interview with Brenda Fyfe. Innovations in early education: The international Reggio Emilia exchange 11(2), 5-17.
https://www.reggioalliance.org/wp-content/uploads/2025/10/Reflections-on-Relationship-Between-Documentation-and-Assessment-with-Brenda-Fyfe.pdf
*Gerst, B. (1998). Further reflections upon the applications of the Reggio view in a kindergarten classroom. Journal of Childhood Studies, 23(2), 43-48. Retrieved from
https://journals.uvic.ca/index.php/jcs/issue/view/1292
Giamminuti, S. (2011). The ‘value of locality’ in early childhood settings: Pedagogical documentation in the Reggio Emilia educational project. Journal of Childhood Studies, 36(2), 4-10.
https://doi.org/10.18357/jcs.v36i2.15085 https://journals.uvic.ca/index.php/jcs/issue/view/876
Goldhaber, J. (2007). The development of an early childhood teacher research collaborative. Theory into Practice. 46(1), 74-80. DOI: 10-1080/00405840709336551
**Halls, D., & Wien, C. A. (2013). “The Wind Goes Inside of Me”: Kindergarten Children’s Theories About Running Fast. Journal of Childhood Studies, 38(1), 4-10. https://doi.org/10.18357/jcs.v38i1.15433
https://journals.uvic.ca/index.php/jcs/article/view/15433
**Kanata Research Park Family Centre. (2020). The gift of togetherness: Exploring relationships through listening in a changed world. The Gift of Togetherness. https://thegiftoftogetherness.ca
**Kelly, J., Edwards, S. A., & Speir, S. (2019). Entanglements with Reggio in Northern Ontario, Canada. Journal of Childhood Studies, 44(5), 54-65.
https://www.researchgate.net/publication/338128574_Entanglements_with_Reggio_in_Northern_Ontario_Canada
**Kelly, J., Edwards, S.A., & Speir, S. (2019). Water pathways and research tributaries. Innovations in Early Education: The International Reggio Emilia Exchange, 26(2), 12–23.
*Kocher, L. (2004). The disposition to document: Portraits of practice. Journal of Childhood Studies 29(1), 23-31. https://journals.uvic.ca/index.php/jcs/issue/view/1302
Murris, K., Reynolds, R., & Peers, J. (2018). Reggio Emilia inspired philosophical teacher education in the anthropocene: Posthuman child and the family (tree). Journal of Childhood Studies 43(1), 15-29.
New, R. S. (1997). Reggio Emilia’s commitment to children and community: A reconceptualization of quality and DAP. Journal of Childhood Studies, 22(1), 7-12. https://journals.uvic.ca/index.php/jcs/issue/view/1297
New, R. (2007). Reggio Emilia as cultural activity. Theory Into Practice: Reggio Emilia, 46(1), 5-13.
https://lchc.ucsd.edu/mca/Mail/xmcamail.2007_05.dir/att-0142/New__Rebecca_S.__2007_._Reggio_Emilia_as_cultural_activity.pdf
Oken-Wright, P. (2001). Documentation: Both mirror and light. Innovations in Early Education: The International Reggio Exchange, 8(4), 5-15. https://www.reggioalliance.org/downloads/documentation:okenwright.pdf
**Reynolds, G. (1998). Reggio Emilia — An Impossible Dream? Journal of Childhood Studies, 23(2), 4-10.
https://journals.uvic.ca/index.php/jcs/article/view/17383
*Sorzio, P. & Campbell-Barr, V. (2019). The Reggio Approach in motion: Documenting experiences, reflecting on practice, and disseminating the ideas. Journal of Childhood Studies, 44(5), 1-12.
Click here to view the article.
*Tarr, P., & Fraser, S. (2002). Trees dotting the landscape. Innovations in Early Education: The International Reggio Exchange, 9(1).
**Tarr, P., & Wien, C. A. (2019). A Tribute to Sue Fraser. Journal of Childhood Studies, 44(3), 146-153. https://doi.org/10.18357/jcs00019180 https://journals.uvic.ca/index.php/jcs/article/view/19180
**Trew, V., & Squires, K. (2019). Encounters with Reggio Emilia: Relationships, equality, and citizenship in our early learning setting. Journal of Childhood Studies, 44(5), 13-23.
https://doi.org/10.18357/jcs00019329
https://journals.uvic.ca/index.php/jcs/issue/view/1454
**Wien, C. A. (1997). A Canadian in Reggio Emilia: The May 1997 Study Tour. Journal of Childhood Studies, 22(2), 30-38. https://journals.uvic.ca/index.php/jcs/issue/view/1290
**Wien, C. A. (1998). Towards a pedagogy of listening: Impressions of the Centre for Early Childhood Education, Loyalist College, Belleville, Ontario. Journal of Childhood Studies, 23(1), 12-19. https://journals.uvic.ca/index.php/jcs/issue/view/1291
**Wien, C. A. (2000). A Canadian in Reggio Emilia: Fraser’s provocation. Journal of Childhood Studies, 25(1), 20-27. https://journals.uvic.ca/index.php/jcs/issue/view/1295
**Wien, C. A. (2003). Scene for a reflection: Neruda School, Reggio Emilia. Journal of Childhood Studies, 28(1), 44-45. https://journals.uvic.ca/index.php/jcs/issue/view/1319
**Wien, C. A. (2015). What does documentation do? https://www.reggioalliance.org/what-does-documentation-do/
**Wien, C. A., & Callaghan, K. (2007). “Fragile moments”: Artists co-constructing creative experience with children, parents, and early childhood educators. Innovations in Early Education: The International Reggio Exchange, 14(2), 13–21.
**Wien, C. A., & Callaghan, K. (2014). From policing to participation: Overturning the rules and creating amiable classrooms. In C. A. Wien (Ed.), The power of emergent curriculum: Stories from early childhood settings (pp. 39-47). National Association for the Education of Young Children.
**Wien, C. A., Coates, A., Keating, B., & Bigelow, B. C. (2005). Designing the environment to build connection to place. Young Children, 60(3), 16–24. https://s3.amazonaws.com/arena_images-temp/uploads/jxepqx3q/wien_designing_the_environment.pdf
**Wien, C. A., Guyevsky, V., & Berdoussis, N. (2011). Learning to document in Reggio-inspired education. Early Childhood Research & Practice, 13(2), 1-12. https://eric.ed.gov/?id=EJ956381
https://ecrp.illinois.edu/v13n2/wien.html
**Wien, C. A., & Kirby-Smith, S. (2014). Untiming the curriculum: A case study of removing clocks from the program. In C. A. Wien (Ed.), The power of emergent curriculum: Stories from early childhood settings (pp. 13–21). National Association for the Education of Young Children.
**Wien, C. A., Van Benschop, S., & Papageorgiou, A. (2018). The relationship between documentation and design. Innovations in Early Education: The International Reggio Exchange, 25(1), 4-18.
**Young, K. M. (2001). Practicing the ideas of Reggio Emilia: A growing experience. Journal of Childhood Studies, 26(1), 28-32.
https://journals.uvic.ca/index.php/jcs/issue/view/1315
Articles in French
Barrette, J. (2019). L’approche Reggio Emilia dans le programme-cadre de l’éducation à la petite enfance en Ontario [Mémoire de maîtrise, Université d’Ottawa, Canada]. Recherche uO.
https://ruor.uottawa.ca/bitstream/10393/39463/1/Barrette_Johanne_2019_th%C3%A8se.pdf
Dubois, É. (2010). La pédagogie de Reggio Emilia. Actes du congrès de l’Actualité de la recherche en éducation et en formation. Université de Genève.
https://plone.unige.ch/aref2010/communications-orales/premiers-auteurs-en-d/La%20pedagogie%20de%20Reggio%20Emilia.pdf
Dubois, É. (2011). Loris Malaguzzi, un pédagogue contemporain. Recherches en éducation 2011(12), 110-120. https://doi.org/10.4000/ree.5140
Dubois, É. (2012). Une utopie éducative en Émilie-Romagne. Le Télémaque 1(41), 151-161.
Dubois, É. (2013). Reggio Emilia, Ville Éducative. La co-éducation dans l’approche préscolaire municipale. Revue internationale de l’éducation familiale 2(34), 83-103. https://doi.org/10.3917/rief.034.0083
Dubois, É. (2019). L’ambiance selon la pédagogie de Reggio Emilia. Métiers de la petite enfance : Ambiances dans les lieux d’accueil 25(270), 15-17.
Moss, P., Humblet, P., & Rubio, M.N. (Eds.). (2004). Reggio Emilia, 40 ans de pédagogie alternative : Sur les pas de Loris Malaguzzi. Enfants d’Europe, (D. Fayer, Trans.), 4(6).
Note: this entire journal is available in French.
Moss, P. (2010). Quelle image faites-vous de l’enfant?. Note de l’UNESCO sur la politique de la petite enfance 2010(47).
Paquette, A., Lehrer, J., Bigras, N. (2016). L’image de l’enfant de l’approche de Reggio Emilia et du programme éducatif Accueillir la petite enfance du Québec. Revue canadienne des jeunes chercheures et chercheurs en éducation 7(2), 89-96.
The Third Room
Publications listed here address the broader context that intersects with the philosophy of Reggio Emilia. These are books and articles that can help us to think critically about contextual issues – discourses and geopolitical matters that are important to understand and address in order for transformation to happen. Many of these resources will include general reference to Reggio Emilia, but address our dominant discourses rather than delving into details about the pedagogical strategies of the Reggio Emilia Approach. Entries that begin with an asterisk* indicate authors / contributors include educators from Canada. Entries that begin with two asterisks** indicate that contributors include educators from Ontario.
Books
Canella, G., & Viruru, R. (2004). Childhood and postcolonization: Power, education, and contemporary practice. Routledge.
Clark, A. (2023). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Routledge.
Dahlberg, G., Moss, P., and Pence, A. (1999). Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives. Routledge Falmer.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation (2nd ed.). Routledge.
Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Languages of evaluation (3rd ed.). Routledge.
Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. RoutledgeFalmer.
Ingold, T. (2021). Correspondences. Polity Press.
Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. Routledge.
Mac Naughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. Routledge.
Moss, P. (2014). Transformative change and real utopias in early childhood education: A story of democracy, experimentation and potentiality. Routledge.
Olsson, L. M. (2009). Movement and experimentation in young children’s learning: Deleuze and Guattari in early childhood education. Routledge.
**Pytka, B., & Kelly, T. (Eds.). (2026). Rethinking mentorship in early childhood education and care: Diverse perspectives for transforming practice and policy. Routledge.
Roberts-Holmes, G., & Moss, P. (2021). Neoliberalism and early childhood education. Routledge.
Rodari, G. (2025). The grammar of fantasy (J. Zipes Trans.). Enchanted Lion Books.
Articles
**Bezaire, K. P., & Johnston, L. K. (2022). Stop ‘under-mind-ing’ early childhood educators: Honouring subjectivity in pre-service education to build intellectual and relational capacities. Contemporary Issues in Early Childhood. 23(4), 435-451.
https://journals.sagepub.com/doi/10.1177/14639491221128242
https://doi.org/10.1177/14639491221128242
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