Publication Date: October 4, 2016
(Print Publication Date: December 1, 2000)
Series: Early Childhood Education Series
This volume is a timeless contribution to the burgeoning dialogue on the Reggio Emilia approach, and features the work of prominent scholars, policy-makers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four cities in Italy. Joined by American educators and researchers (including Ron Lally, Rebecca New, and Jeanne Goldhaber), their work builds upon and extends inclusionary and family-centered philosophies. It combines missions of care and education, and produces innovations in space and environments. This collection is filled with dozens of examples of experiences with dynamic, open systems of organization that support emotional and cognitive development of infants and toddlers—and respect the delicate relationship between parents and their young. Also included are photos, some in color.
Lella Gandini is an Adjunct Professor of Education at the University of Massachusetts, Amherst, and Lesley College, Cambridge. Carolyn Edwards is a Professor of Psychology and Family and Consumer Sciences at the University of Nebraska, Lincoln.
"Bravo for a splendid book! Leading figures in Italy's famous preschool movement (plus a few well-informed foreigners) provide vivid descriptions not only of pedagogical practices, but also of the evolving politics of decentralization that has kept Italy's preschools under local community control with no sacrifice of standards. Compulsory reading!"
—Jerome Bruner, New York University
"This book is simply wonderful—every page! Throughout the sixteen chapters—written mostly by the Italians themselves—practices, policies, reflections, and research on how best to serve infants and toddlers and their families are shared."
—Lilian G. Katz, University of Illinois, Urbana-Champaign
"Though the Italian experience cannot simply be transplanted to the United States, by staying in the conversation, we will deepen and sharpen our understanding of what we want for our infant-toddler parent-teacher programs and may even discover some strategies for getting them there."
—E. Z. Tronick, Harvard School of Education and Harvard Medical School
"This is a book about a special culture, one that immerses the infant and young child in a network of relationships with shared meaning."
—From the Foreword by Robert Emde