The Learning Involved for Teachers When Adapting Practices to Reflect the Reggio Emilia Philosophy

Abstract

This investigative study was formulated to determine the learning or changes involved in teachers’ thinking while adapting Reggio Emilia philosophy in their teaching practices in non-Italian cultures. The study focused on teachers and directors from Reggio-inspired early childhood programs from the city of Pune, India, and in Southeast and Central Michigan, United States. Both the Pune and MI group of educators have adapted the Reggio Emilia Approach, an educational approach from a third culture, that of Italy. The participants were interviewed to gain insight on their understanding of the Reggio principles and the philosophy in their cultural context. The interviews were then transcribed, and the data was analyzed by comparing the similarities and differences across the teachers and directors within each culture, as well as cross-culturally. Results showed that to adapt the Reggio practices, teachers not only need to adapt the Reggio philosophical principles, they need to understand the underling concepts and values of reflection, collaboration, relationships, and reciprocity; moving from simply loving children to respecting them, the hundred languages, and importance of professional development in this progressive educational approach. The Reggio Emilia philosophy compels the educators to connect to their own cultures and communities when embarking on their journey to be Reggio-inspired.