Debi Keyte-Hartland

I have been motivated to write this blog post after a few recent events and conversations that have provoked me to think about the language we use to describe our educational experiences with children, especially those that are specifically ‘Reggio Inspired’.  It has made me reflect on how Loris Malaguzzi described what he saw happening in the Pre-Schools and Infant Toddler Centres of Reggio Emilia and how I see it often being described and contested in places that consider themselves as ‘Reggio Inspired”.

To begin with, I want to say how I prefer the term used at Sightlines Initiative (The UK Reggio Emilia reference network) that is to be ‘in dialogue with Reggio’ rather than being ‘Reggio Inspired.’  For me, the difference lies in the values of this approach that is dialogic and co-constructivist in nature.  It is an approach that evolves and is alive to the constant elaboration of knowledge as we as adults learn about the learning processes of children and indeed of human beings in relation to the world of ideas and thinking.   It is not about having baskets or open shelves, or provocations or loose parts, mirrors, white walls, open spaces or wood. Nor is it about being ‘Reggio Inspired’ in the right way or wrong way.  It is however, about how we relate to children in the educational experience and the task we have as teachers to encounter and be alongside children as they construct and re-construct knowledge about the world in which we all live together.  Learning and teaching is therefore considered as a process of research by both children and adults alike.

Inspiration is problematic for me as it can imply, in some cases, a more pick and mix approach of educational methods and ideas which I think is contrast to the deep and complex values that are implicit and at the heart of Loris Malaguzzi’s original thinking.  As the Reggio Emilia Approach is a values based approach to learning and teaching (see Sightlines description of it here) and NOT a methodology of teaching and specific resources it is worthwhile to spend our own time thinking for ourselves what Malaguzzi meant when he said we have to think about what our own image of the child is to understand what our approach to teaching is.   These two things are relational and connected and affect how we teach and how we prepare our environments in readiness for children.  It also affects how we talk about children, teachers, learning and the approach of Reggio itself.

For me Reggio is not about a child free approach to learning as everything is to be considered in relationship of each other.   We have set up our environments even if they are available for children to access freely, we take them to specific places to play, we hold the conversations we have and there is an implied hierarchy in that – so nothing, absolutely nothing, is ever neutral or free. Loris Malaguzzi described teaching and learning as a game of Ping Pong where one bats the ball back to the other.  This is a relationship where the energy is preserved for keeping the ball in play; for keeping the learning alive. It requires both the presence of the adult and the child together in a process of exchange and reciprocity. We are designing learning contexts for children so we must therefore consider (and not leave to chance)the learning we want the children to engage in and gain understanding about. It is not a laissez-faire approach, but one born out of careful consideration of our intentions for children’s learning, how the materials and resources are on offer and curated to support that intended learning, and how we will observe and participate in that learning context to enable and understand what has been learnt by the children. It is not just ‘lets see whats happen’.

We are designing learning contexts for children so we must therefore consider (and not leave to chance)the learning we want the children to engage in and gain understanding about. It is not a laissez-faire approach, but one born out of careful consideration of our intentions for children’s learning, how the materials and resources are on offer and curated to support that intended learning, and how we will observe and participate in that learning context to enable and understand what has been learnt by the children. It is not just ‘lets see whats happen’.

Malaguzzi’s poem “No way! The Hundred is there!” if anything begs for us to think about learning and teaching in its poetic and complex figurations and not in the reductionist, binary or quantitative formats that are attempting to normalise the landscape of education.  I suggest if anything, through being in dialogue with the approach to learning that is Reggio Emilia that we seek for ourselves the complexity in describing children’s sociable and often poetic processes of learning rather than to continue with a language that defies the very values and principles upon which the Reggio Emilia Approach has grown out of.

The language we use to describe learning must be commensurate with our values and convey the complexity of how learning happens. Many familiar descriptors of learning are often set in polarised positions of each other such as, child led/teacher led and replicate a binary position that are reductionist in terms of the complex meaning-making that young children are capable of.  It is not a matter of just being either this or that, but instead, recognising there is often a spectrum of possibilities that are constantly shifting and evolving when thinking about how to describe children’s learning that is, in its own state of constant and dynamic movement. We must question our language as it can frame how we think.

We are also in danger of being tied into thinking about education as something that is wholly measurable and quantifiable, where children’s learning is reduced to simplified percentage points on a scale of normalcy.  The march of the datafication of children’s learning is fast becoming the everyday, habitual action of teaching through a pedagogy of testing.  I ask, can we describe learning in these ways when learning is itself a living system?

Adult led, child led, what does all this all actually mean? Loris Malaguzzi described the relations of a pedagogic approach such as Reggio so well when he said: 

“Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning and how to learn.”

Malaguzzi. L (1988: 83) in Edwards, Gandini & Forman. The Hundred Languages of Children: The Reggio Emilia Approach

We need to reconsider and challenge our descriptors and perspective from alluding to Reggio in terms of adult/child led ratios, or one that is scaffolded or framed to one where we use the poetics of language that speak instead of relationships, exchange and reciprocity. Malaguzzi’s famous metaphor of learning being like a tangled bowl of spaghetti that encompasses both the learning of the child/children together with adults is a challenge to those who insist on evaluating Reggio in these quantitive, individualised and often polarised views.  These common phrases of being led, and thus the implication of following are therefore not attuned to a pedagogy of relationships. The idea that we are all constructing and re-constructing knowledge from a myriad of sources in this tangled bowl of spaghetti is so eloquently put here by Rinaldi and Moss:

“Learning is not the transmission of a defined body of knowledge, what Malaguzzi refers to as a ‘small’ pedagogy. It is constructive, the subject constructing her or his own knowledge but always in democratic relationships with others and being open to different ways of seeing, since individual knowledge is always partial and provisional. From this perspective, learning is a process of constructing, testing and reconstructing theories, constantly creating new knowledge. Teachers as well as children are constantly learning. Learning itself is a subject for constant research, and as such must be made visible.’

Rinaldi & Moss, ‘What is Reggio?’, in Children in Europe: Celebrating 40 years of Reggio Emilia-the pedagogical thought and practice underlying the world renowned early services in Italy. March 2004. Scotland. Children in Scotland (p2)

So in this exploration of how to describe being in dialogue with Reggio and to avoid his idea of a ‘small pedagogy’ we first must ask the right question … not if the approach we take is Reggio inspired or not, nor whether it is adult led or child led but instead to ask ourselves again and again how is it that children learn, what is our image of the child and how we will position ourselves as a learner/teacher/researcher in relation to that image.  In beginning over with this, we can start to understand what it is to be working in a dialogue with the principles and values of Reggio Emilia.