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1. Limitations*

1.1. • Reggio Experience is not simply transferrable because it is an approach that is highly based on Italian values, which does not connect with most early education settings around the world.

1.2. • The approach offers a paradox; it is seen as inspiring and distinct, yet it can be difficult to understand and implement (Stremmel, 2012)

1.3. •Early childhood educators outside of the Reggio Emilia context do not have familiarity with the particular ways of thinking that shapes the approach.

1.4. • The Reggio Emilia approach requires a high level of commitment from teachers, expressed by openness, dialogue, and willingness to rethink their practices regularly, which is hard to reproduce in other contexts.

1.5. •There are few researches around Reggio Emilia practices and their child-related outcomes.

2. Strengths*

2.1. • Reggio Emilia regards the children as competent learners and as protagonists of their education. Teachers are viewed as intellectual co-learners and researchers. Parents and community are considered partners and are welcome to contribute in curriculum, activities and projects

2.2. • Reggio environment is a "third teacher": challenging, joyful, plenty of materials, reflecting the community, and designed to foster interactions. The Reggio schools nurture democratic communication, critical thinking, and caring relationships

2.3. • Curriculum is negotiated, which reflects project works that are based on children's interests. Time for activities is not restricted; children are allowed to work as long as they need.

2.4. • Documentation of learning is made visible for everyone in the school through, pictures, posters, etc. It is an essential way of understanding the children better and it allows them to follow and to be proud of their progress

2.5. • Reggio offers a holistic approach. Through the work of the teacher, the atelierista, and the pedagogista, children are fully motivated to use their hundred languages (all modes of expression) and experience learning that will prepare them for life in a democratic society

3. Activity

3.1. Nature Discovery

3.2. Example: it is Fall and you have observed that the children are interested in going outside and playing with the leaves. Talking with the teachers you created the "Nature Discovery" project. Step 1: Ask the children why the leaves fall at this time of the year and encourage them to observe and come up with their own theories Step 2: Invite the children to go outside and collect the natural materials that are of their interest, that they think are beautiful, while they play and express curiosity Step 3: With the help of the atelierista and the teacher, children can look at the different formats of the materials collected, experience different textures, and look at them using the light table and the other materials available at school. Step 4: Document all the process by taking pictures and making notes, ask children questions, investigate with them. Step 5: Let take their time with the objects and encourage them to creatively produce pieces of artwork

4. According to Stremmel (2012), Reggio Emilia is a powerful approach that leads to ongoing reflections and inspiring practices towards the child, learning, teaching, parenting, and environment, but it is not an ideal blueprint to be uncritically duplicated.

5. Johnson (1999) demands practitioners and scholars to re-examine and re-consider discourses of early childhood education based on local contexts, sociocultural difference, traditions, history, and community values but not simplistically importing and implementing an exotic “regime of truth”(p.69).

6. Based on Duncan (2013), enhancing child learning and growth requires not only direct teachers’ support, but also active parents’ engagement, community connections, as well as inviting learning environment. This multilayer relationship leads to positive child learning outcomes and community wellness.

7. The New Brunswick Framework (2008) states the importance of a joyful and inspiring learning environment for children. As quality environments can enhance children’s cognitive, physical, emotional, and social development, adults should take responsibility to purposefully design, maintain, modify, and renew the learning surroundings to support children’s engagement.

8. REFERENCES Early Learning and Child Care. English Curriculum Framework for New Brunswick (2008) Duncan, J. [Judith M. Duncan]. (2013, 7, 3). Early childhood education embedded in the community. [Video file]. Retrieved from Hall, K., & Horgan, M. (2010). The roles of the Teacher/pedagogista/Atelerista in Reggio schools. In Lori Malaguzzi and the Reggio Emila Experience (pp 44-49). London, England: Bloomsbury Publishing. Continuum Library of Educational Thought. Series Editor: Volume 23. Johnson. R. (1999). Colonialism and cargo cults in early childhood education: Does Reggio Emilia really exist? Contemporary Issues in Early Childhood, 1(1), 61-78. Stremmel, A. (2012). A situated framework: The Reggio Experience. In N. File, J. Mueller, & D. Baslerwisneski (Eds.), Curriculum in early childhood education: Re-examined, rediscovered, renewed (pp. 113-145). New York, NY: Routledge.

9. Working outdoor

10. Observing materials

11. Documentation of children's work

12. Work progress observation

13. Creating their own artwork

14. The teacher is also a curious researcher

15. Free play

16. The third teacher (environment)

17. Parents' participation

18. *Based on the work of Stremmel (2012), Johnson (1999) and Hall & Horgan (2010)