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Presentación: El ambiente desde la perspectiva del niño

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Presentación: El ambiente desde la perspectiva del niño

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Reggio Emilia, el origen de un movimiento

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Reggio Emilia, el origen de un movimiento

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Hoy quiero hablarte de Reggio Emilia una de las corrientes pedagógicas que conozco más de cerca y que más ha transformado mi forma de mirar y relacionarme con la infancia.

Hablar de Reggio Emilia no sólo es hablar de una ciudad italiana dónde hubo un fuerte cambio educativo en la postguerra. Es hablar de un movimiento comunitario, de una nueva concepción de infancia, de una identidad de escuela, de valores, relaciones, personas, espacios, sensaciones, lenguajes y mucho más.

Seguramente hayas escuchado sobre jardines infantiles o profesionales que hablan de las escuela de Reggio Emilia, los principios reggianos o los cien lenguaje de la infancia. A lo largo de varios posts quiero explicarte con detalle sobre sus inicios, referentes, conceptos y principios. Para que también tú entiendas qué significa inspirarse en Reggio Emilia y te preguntes por tu propia mirada de infancia.

En este post en concreto voy a resumir algunos detalles sobre sus inicios. Cómo una pequeña idea de un grupo reducido de personas pasó a convertirse en un movimiento educativo inspirador a nivel mundial.

¿Qué vas a encontrar en este post?

Inicios de Reggio Emilia

Movimiento renovador

Todo se inició en 1945. La Segunda Guerra Mundial había dejado muchos estragos en aquellos que la sufrieron y un grupo de familias (especialmente madres) estaban dispuestas a cambiar las cosas. Pensaban que trabajando desde la base de las escuelas podrían cambiarse los valores que llevaban al ser humano a tomar las armas como medio para solucionar los problemas. Tenían el deseo de crear escuelas donde los niños fueran tomados en serio; donde los más jóvenes aprendieran el valor de la colaboración y el pensamiento crítico necesario para crear una sociedad libre y democrática.

Es así como surge la primera escuela autogestionada por un grupo de personas de origen campesino en un pueblo cercano a Reggio Emilia. A partir de esta iniciativa surgen otras escuelas en la periferia y barrios humildes de la ciudad, todas autosugestionadas y con unos principios similares que respetaban las capacidades de los niños y niñas desde sus primeros años.

Continuación del movimiento

Esta renovación educativa siguió expandiéndose hasta que en 1963 el municipio de Reggio Emilia comenzó a organizar una red de servicios educativos que incluían la apertura de los primeros asilos (jardines infantiles) para niños de 3 a 6 años. Todo ello supuso un gran cambio educativo en Italia. Por primera vez tenían el derecho de crear escuelas laicas para primera infancia. Posteriormente, en 1968, la ley Italiana proclama la educación preescolar como un derecho para los niños y niñas entre 3 y 5 años.

Lo que empezó como un sueño de un grupo de familias llegó a convertirse en un movimiento de renovación pedagógica. No sólo se crearon escuelas con una filosofía similar, sino que se desarrollaron discusiones a nivel regional y nacional sobre la educación y el cuidado en edades tempranas.

Loris Malaguzzi

En estos inicios entra en juego la figura de Loris Malguzzi, pedagogo y luchador incansable por los derechos de la infancia. En un principio se acercó al grupo de familias fundadoras con ganas de conocer y documentar su labor. Sin embargo, no puedo evitar enamorarse del proyecto y colaborar con la expansión de este movimiento crítico y renovador.

Malaguzzi recordándo aquella época cuenta: " una vez a la semana llevábamos la escuela a la ciudad. Literalmente, nosotros cargábamos con nosotros mismos, los niños y nuestros instrumentos de trabajo en un camión. Hacíamos escuela y organizábamos muestras al aire libre, en los parques públicos o bajo el pórtico del teatro público. Los niños era felices. La gente miraba; estaban sorprendidos y hacían preguntas ".

Su implicación en este primer proyecto piloto y su fuerte discurso sobre el niño/a rico en capacidades le llevó a ser el principal representante de esta propuesta y por eso hoy en día no podemos separar su nombre de estas escuelas reggianas.

Otros autores

Si bien la renovación pedagógica en Reggio Emilia fue impulsada en gran parte por Loris Malaguzzi, es importante reconocer que la filosofía reggiana ha sido el resultado de un extenso trabajo comunitario de debate y de reflexión conjunta. Detrás de esta transformación educativa estuvieron también implicados la MCE (Movimiento di Cooperazione Educativa) y otros pedagogos y escritores colaboradores como:

Gianni Rodari, escritor y pedagogo especializado en talleres sobre comedia infantil y juvenil. Creador de Gramática de la Fantasía (un manual práctico sobre cómo utilizar la fantasía para crear historias tanto niños como adultos);

Mario Lodi destacado autor de literatura infantil y juvenil italiana;

Bruno Ciari, uno de los mejores y más apasionados pedagogos infantiles;

Ada Gobetti profesora, periodista y líder antifascista. Dirigió la revista "Educación democrática" y promovió experiencias innovadoras como una "Scuola per Genitori" (Escuela para padres), la cuál fue tomada como ejemplo para las escuelas comunales de Reggio Emilia.

Inspiración pedagógica

Loris Malaguzzi además de crear un discurso político y educativo generó un cambio de mentalidad en el entorno, no sólo las escuelas y familias deben implicarse en la educación de la infancia, sino todos los estamentos, servicios e integrantes de la sociedad.

Al igual que los demás pedagogos colaboradores creían que para educar a los niños/as primero había que conocerles en profundidad. Para ello se basaron en los aportes teóricos de psicólogos, pedagogos y filósofos previos como: Rousseau, Pestalozzi, Freinet, Piaget, Vygotski, Bruner, Freire, Fromm y Gardner, entre otros. De esta forma tomaron de cada uno de ellos lo que más se ajustaba a sus nuevos ideales educativos.

Bruno Ciari expresó así la misión: La educación debe liberar la energía y las capacidades de la infancia, así como promover el desarrollo armónico de los niños en todas las áreas: la comunicativa, social, afectiva, y un pensamiento crítico y científico" Bruno Ciari ﻿Clic para tuitear

Reggio Emilia en la actualidad

Para divulgar y hacer conocer este trabajo de las escuelas de Reggio Emilia se creó en 1994 Reggio Children, un Centro Internacional para la defensa y el desarrollo de los derechos y potencialidades de los niños y niñas. También se encargan de documentar y expandir la labor de distintos centros y autores inspirados en Reggio Emilia alrededor del mundo.

Desde 1985, gran cantidad de personas de diversos lugares visitan Reggio Emilia para formarse en los principios y conocer de cerca esta experiencia educativa. Sin embargo, lo fundamental de esta filosofía es saber transformar la propia mirada sobre la infancia y aplicarla al contexto cultural y social en el que nos encontremos.

Inspirarse en Reggio Emilia

Aunque seguir formándose en ciertas metodología o filosofía educativa es esencial para complejizar nuestra labor y darle el valor que se merece. Creo importante recordar que ante todo somos personas integrales y nuestras acciones como profesionales vienen dadas por nuestras creencias más profundas.

Por lo tanto, de poco sirve copiar y pegar cuando se trata de un trabajo con personas. De poco sirve hablar, enseñar y tratar a niños/as a partir de una nueva receta metodológica si no hemos transformado primero nuestra propia concepción de infancia y de aprendizaje humano.

Hablando desde mi propia experiencia puedo decir que Reggio Emilia supuso un inicio para mi; un cambio en mi mirada, un punto y aparte en mi formación profesional. Pero no un punto final. Cada día sigo aprendiendo algo nuevo.
Inspirarse en Reggio Emilia significa:

Tomar una lucha y continuarla con las herramientas de las que disponemos

Iniciar un camino de autoaprendizaje constante, de diálogo con lo que hoy tenemos y con el lugar en el que ahora estamos

Confiar que en los pequeños cambios están los grandes cambios.

Abrirse al conocimiento que nos ofrecen otros autores o corrientes buscando puntos en común para trabajar por la misma causa: el bienestar y desarrollo humano.

Buscar la transformación desde la conversación comunitaria y no desde el trabajo aislado.

Inspirarse en Reggio Emilia es tomar una lucha y continuarla con las herramientas de las que disponemos, es iniciar un camino de autoaprendizaje constante, de diálogo con lo que hoy tenemos y con el lugar en el que ahora estamos ﻿Clic para tuitear
En el post 10 principios para inspirarse en Reggio Emilia te explico con detalle cada uno de los principios detrás de esta filosofía educativa. En el tercer post algunas ideas para llevar a la práctica. Por ahora, espero que disfrutaras de esta pequeña historia dónde el pensamiento de "unos pocos" se conjugó para movilizar el pensamiento de "unos muchos".

Para saber más

Asociaciones la difusión de la filosofía educativa de Reggio Emilia y la cultura de la infancia por países.

Escuelas y centros infantiles: Italia y España

La Asociación de Maestros de Rosa Sensat suele organizar visitas durante el año a distintos centros de Europa con la intención de crear intercambios entre educadores y experiencias. Además podrás encontrar formaciones presenciales con profesionales con larga experiencia en esta forma de educar.

Programa DINÁMICA de la Casa Amarilla en Perú ofrece cursos presenciales y algunos online.

Cada una de las asociaciones anteriores realizan distintas actividades o encuentros formativos.

Ahora cuéntame tú, ¿conocías la historia de la educación en Reggio Emilia?, ¿tienes algún interés en particular por esta filosofía educativa?. Explícame tu experiencia o deja tus comentarios al final del post ¡serán de gran ayuda a otras/os lectoras/es!
Si además quieres ayudarme a difundir este post, no dudes en compartirlo en tus redes sociales.

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Reggio Emilia, el origen de un movimiento

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Hoy quiero hablarte de Reggio Emilia una de las corrientes pedagógicas que más ha transformado mi forma de mirar y relacionarme con la infancia.

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El espacio-ambiente en las escuelas de Reggio Emilia

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El espacio-ambiente en las escuelas de Reggio Emilia

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¿Cuál es la imagen del niño que tenemos?

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¿Cuál es la imagen del niño que tenemos?

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Descárgate la guía gratuita
Respetar el juego

15 propuestas que respetan el desarrollo natural de la infancia

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El ambiente como tercer educador - Cultura de Infancia

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En este post quiero compartir contigo ideas para comprender qué significa el ambiente en la educación, desde la teoría pero también desde la práctica.

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Children and Place: Reggio Emilia's Environment as Third Teacher

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Children and Place: Reggio Emilia's Environment as Third Teacher

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In Dialogue with Reggio Emilia: The Space of Childhood

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In Dialogue with Reggio Emilia: The Space of Childhood

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La escuela como ámbito estético según la pedagogía Reggiana

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La escuela como ámbito estético según la pedagogía Reggiana

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Designing Your Pre-K Classroom for Deeper Learning

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Designing Your Pre-K Classroom for Deeper Learning

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When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood.

What do you see when you walk into your classroom or other spaces in your school? Look objectively. Look at the walls, the floor, and everywhere in between. The classroom environment, hallways, and more are full of possibilities to show and share children's work and voices.

In the Reggio Emilia approach, educators say the learning environment is the third teacher (after parents or guardians and the classroom teacher). This means that the learning environment is a crucial space to show wonder, curiosity, ideas, values, pictures, stories, etc., that are being told on a daily basis in the school setting.

As educator Mary Ann Biermeier has written, "The third teacher is the environment-a setting designed to be not only functional but also beautiful and reflective of the child's learning. It is the child's relationship with parent, teacher, and environment that ignites learning."

Learning Can Happen Anywhere

After you see and notice what's on the walls and how the space is presenting itself, ask how does your space feel? Does it feel cluttered? Does it feel empty? Does it feel reflective of the learners in your school? Does it feel safe? Your goal is not just decorating a beautiful space but also creating a space that fosters wonder, safety, structure, children's voices, and joy.

Another aspect to consider when thinking about the learning environment as the third teacher is using other spaces that aren't your classroom. Ideally, your classroom isn't the only learning space-the hallways, outside spaces, and field trips also help students construct understandings around the questions that you're wondering about together. There are moments when you can step outside, even for five minutes, and get an answer that ignites deeper learning and understanding compared to looking in a book or tablet.

6 Things to Consider About Your Environment

1. Clear clutter: Children want to be in a space that they can navigate and that has purpose. When working in your room, think about the piles, the baskets, and the toys that aren't being played with, and remove them or organize them to create a clean and purposeful space.

2. Hang it up: When it comes to what's on the walls, it's important to feature the children's work, their pictures, and stories that involve them because that tells them those things are important enough to be up there and that you want to share their work with others.

3. Inspire wonder and inquiry: How does your space show the values that are important to you and your school? If inquiry is important, make sure your space has some things that cause your students to stop and wonder-maybe a bird's nest if you're studying habitats, or maybe an X-ray of an animal, or water and shells if you're studying water.

4. What's the story? I consider myself a storyteller when communicating our work to others, so I often ask myself, "What story is my environment or documentation telling? How is it inviting children to become inspired and add to, deepen, or change the story?"

For example, one year I did a project on loose parts with my students. On a board in my room, I put the work up as we went along so it showed the process of the project. We placed a web of our thoughts, and a quote from a students when she said that loose parts were everywhere, and then I put pictures of the students creating new things with old loose parts. This "story" gave the students a tangible way to see their work and ideas and to get an idea of the timeline of our project, as well as stay inspired and engaged with it.

5. Offer real experiences: Children want to be taken seriously, and they want opportunities to do real things. What tools do you have out for children to discover meaning and purpose in the world around them? Keeping high-quality materials in the classroom shows that we believe the children will take care of them and use them to answer their questions.

For example, having glass jars filled with different materials (beads, paint, markers, etc.) creates a message that you believe children can take care of fragile items. You are communicating that you trust them and believe in them.

6. Make sure all children are seen: How will all of your students feel seen and valued in your space? It's not about having 18 cat crafts hanging up on the wall, but rather the story being told about the experiences you have had together as a class. You might have pictures of some students, quotes from others, and work of others-together all that tells students why and how you are deepening the learning. Make sure each student is being seen in some way so they feel valued and inspired.

Children spend a lot of time in school, so it's important for them to be in a space that's inviting and welcoming, and that says, "I see you." You can create a space that excites them and changes based on their interests and current thinking. The room is also a space for you as well, so think about what kind of space you and your colleagues want to work in. Reflect on your and your students' story-what do you want to share and why do you want to share it?

In the end, this work is about sharing children's voices and empowering them so that they see themselves as important, heard, capable, competent, and creative.

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Designing Your Pre-K Classroom for Deeper Learning

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When working on your classroom layout, it's important to make sure it helps children feel welcome, inspired, and understood.

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Play comes naturally to children. They start life with an instinctive curiosity that goes hand-in-hand with learning. Making learning visible creates new opportunities and experiences for children to learn more skills and knowledge.

When children play, they can use their environment to experience, discover, grow and experiment with their ideas. However, making children's learning visible becomes challenging when historical thinking presents a view focused on the result and not the experience of the child's learning journey.

At Petit Early Learning Journey, we believe children are strong, capable learners from birth. Making learning visible guides us to enrich children's learning experiences, partner with families to deliver quality care and education and create visible learners in our community.

To explore this topic in more detail, we invited two of Petit Early Learning Journey's Educational Leaders, Olivia Moloney-Brown and Jen Symes, to share their thoughts on making learning visible and:

Making learning visible in early childhood education and care

"Making learning visible means showcasing what children have learnt and how they learn it in a way that depicts the process and not necessarily the end result," says Olivia, Educational Leader at Petit ELJ Richmond and Petit ELJ Kew.

Focusing on the end result can often hide the journey children experienced to reach their final outcome. Their ideas, inquiries, new skills and the interactions they made - all that subtle learning remains hidden. Instead, using reflective practice to make the invisible visible has many benefits.

In Making Infant and Toddler Learning Visible: Stories of Change, published by Early Childhood Australia (2021), Davis & Degotardi highlight how infant-toddler learning lacks curriculum resources, and children are viewed as 'waiting to learn' rather than as learners. Instead, they encourage educators to create opportunities and experiences that demonstrate learning for younger children.

"It means that I am sharing the excitement and value of learning and development, especially with the children, so that they are actively involved and I am hearing their voice," says Jen, Educational Leader at Petit ELJ Clifton Hill.

"Children absolutely love to sit down and flick through the group studio programming books with us, to look back at what they have been learning."

What are the benefits of making children's learning visible?

"When we make children's learning visible, it gives educators, families and children the chance to reflect on what occurred and the process it took to get there," says Olivia.

"Visible learning benefits everyone. Children can feel proud of their achievements, and it creates a strong sense of belonging in the space."

"Making learning visible is for everyone - children, families and teachers," says Jen. "It opens up more opportunities for us to reflect, analyse and then learn something new that we might have noticed together."

"Sometimes it is about leaving children's learning and creations out so that others can see them or giving the children an opportunity to go back to what they were doing and extend on the learning or adjust it."

Making learning visible:

Inspires new ideas, giving children the opportunity to reflect on their experiences.

Supports children's ability to remember and recall their experiences.

Creates a shared understanding of the day between families and their children.

Encourages extended conversations between children and their families.

Promotes the services' educational program to families and community visitors.

Highlights children's individual learning journeys for families.

Increases the visibility of children in the immediate and broader community.

Provides educators and teachers with opportunities to reflect on the learning program.

Assists educators, teachers and families with planning new experiences.

Shares learning experiences and ideas with other rooms.

Engages a whole service approach to learning.

Creates documentation for regulatory assessment and quality improvement.

What strategies do we use to make children's learning visible

"Our services at Petit ELJ Richmond and Petit ELJ Kew ensure our children's learning is made visible by following and documenting our inquiry-based program," says Olivia. "With each new experience or extension, we create a display in our studios of the progress and direction in which children's ideas and questions lead us."

"Using photos, descriptions, artefacts and quotes, children's learning is displayed for them to see aesthetically. As a living document, this can be changed and added to when new ideas or topics arise and interests expand."

"The children at Petit ELJ Clifton Hill love to help us take photos and see them after," says Jen. "So, you will find many pictures of them learning on the walls."

"We involve the children in our weekly studio reflections where we discuss and share photos and then create a response. We have group studio program books and inquiry walls that document children's investigations."

We make learning visible:

Through the displays, we organise on our walls and in the different environments of our service, including our reception area, hallways, studios and outdoor spaces.

By creating displays that:

Feel inviting and organised.

Encourage participation.

Display clear learning goals and objectives.

By turning empty spaces such as walls or recesses into physical learning spaces to impart information or reflection and encourage conversations and participation in learning programs.

Through interactions with families and children, prompting conversations with the use of posters, meaningful displays and digital communications.

With the use of documentation.

The role of documentation

"Documentation should and is always available for children to be able to see," says Olivia. "This ensures their learning is visible and they have access to it. Documenting children's learning is an important tool for educators to use to make learning visible through photos, recordings, annotations and quotes."

"A range of resources are used for our documentation to be visible such as online platforms, visual displays and group studio program books. Alongside our meaningful displays of children's learning and artefacts, our program is displayed within the studio for children and families to access daily."

"In the image above, our 3-year-old kindergarten children's 'Friendship Tree' sits proudly on the sign-in table. The children worked as a group to create it earlier in the year. It is a lovely visual learning reminder of teamwork and how we strive to work together in peaceful, nurturing ways."

"We often hang the children's art on branches and display projects in the studios and halls to share with families if the children are okay with this," says Jen. "We also document experiences through group studio program books where children can look back through and reflect on their own discoveries and feel pride in their achievements."

"For example, our kindergarten children have been thoroughly enjoying making different types of cubby houses. We have been photographing them and pasting them in a project book where they can draw and design new ones."

"As a group, we recorded all the different types of materials we might use. By documenting the materials and different types of cubby houses, it inspired some of the children to design from an architectural position. Where others considered it more from an engineering perspective."

"It was amazing to hear their different suggestions and how they were respectful of other children's different approaches."

Make children's learning visible with Petit Early Learning Journey

We think it is important to observe, document and encourage growth and conversations around children's care and education. Our teaching teams co-construct learning alongside children, mindful not to disrupt children's natural preference to advance their own learning.

Do you want to share the excitement of learning with children? Then, apply your enthusiasm for early childhood education with Petit Early Learning Journey. We value your commitment to professional development and a shared approach to pedagogy.

Apply now to a centre near you.

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Play comes naturally to children. They start life with an instinctive curiosity that goes hand-in-hand with learning. Making learning visible creates new opportunities and experiences for children to learn more skills and knowledge. When children play, they can use their environment to experience, discover, grow and experiment with their ideas.

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Libro: Inspiring Spaces for Young Children

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Libro: Inspiring Spaces for Young Children

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The classroom environment is an essential component for maximizing learning experiences for young children. Inspiring Spaces for Young Children invites teachers to enhance children s educational environment in a beautiful way by emphasizing aesthetic environmental qualities that are often overlooked in early childhood classrooms, such as nature, color, furnishings, textures, displays, lighting, and focal points.

Step-by-step instructions and lush photographs take educators through the process of transforming ordinary classrooms into creative, beautiful learning spaces, providing children with an environment where they can learn and grow.

With easy-to-implement ideas that incorporate nature, children s artwork, and everyday classroom materials, the photographs and ideas in this book promote creativity, learning, and simple beauty.

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Inspiring Spaces for Young Children [Jessica DeViney, Sandra Duncan, Sara Harris, Mary Ann Rody, Lois Rosenberry] on Amazon.com. *FREE* shipping on qualifying offers. Inspiring Spaces for Young Children

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The beginning of the year is one of the most exciting times for educators. We get to start new- new students, new supplies (who doesn't love brand new pencils?), and a sense of renewed energy from summer break. Having been teaching for a long time, I have a 'Beginning of the Year' routine. The first day of faculty orientation, I walk around every part of my classroom and look at the blank walls. I imagine everything that once lived there and then I wonder what will live there next. That sense of wondering is a privilege in my eyes. While many of my dear friends, who teach at other institutions, are scanning Pinterest or purchasing pre-made themed bulletin boards, I feel excitement at the endless possibilities of my blank walls. The walls of Bank Street rooms are like a blank canvas, just waiting to be filled with collaborations of a new community-a new family.

Slowly, our walls will fill with our thoughts and ideas, our collaborations and creations: our drawings of Bank Street, self portraits, pictures and reflections of 'Important Things," neighborhood walk sketches, science experiment outcomes, our class expectations, our Responsibility chart. Our classrooms will reflect our community's energies, goals, interests, and joy. When walking through our building and seeing the walls of each room, there is an immediate sense of who is in that room. We put pieces of ourselves around the room to make our spaces our home. When our children come into the room each day and see their work, their ideas and thoughts, and their wonderings hanging on the walls, it inspires them. They feel pride and excitement not only to see their work but to share it with their families and our community. Throughout the year, as our walls change, we become witness to our own growth, how our letters have evolved, how our thoughts have expanded, and how our outward expression of those thoughts become clearer.

A tradition of Room 302 is to keep all of our work, charts, ideas, and creations that grew on our walls throughout the year and, during the last week of school, we look through them, remember, and reflect. Sharing our thoughts and memories always makes me cry happy tears. So, I guess it is the blank walls of a seemingly empty classroom that gives life and grows a new community each year.

Early September 2019

Mid-October 2019
Susie Rios is a 6/7s Head Teacher at Bank Street School for Children.

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Blank Walls Build Community - Bank Street School for Children

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The beginning of the year is one of the most exciting times for educators. We get to start new-- new students, new supplies (who doesn't love brand new pencils?), and a sense of renewed energy from summer break. Having been teaching for a long time, I have a 'Beginning of...

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Los servicios educativos de Reggio Emilia para niños de 0 a 6 años son ampliamente reconocidos como uno de los mejores del mundo. En diálogo con Reggio Emilia nos ofrece los artículos, conferencias y entrevistas más importantes de Carla Rinaldi que son fruto de su dilatada experiencia y estrecha colaboración con Loris Malaguzzi, fundador de Reggio Children e inspirador del enfoque de Reggio Emilia. Con una introducción completa que contextualiza cada trabajo, ofrece una visión única de muchos de los temas que caracterizan el enfoque de Reggio Emilia en la Educación Infantil: participación, documentación y evaluación; desarrollo profesional; organización; investigación; creatividad; espacios y ambientes en educación, y más. Esta segunda edición incluye capítulos completamente nuevos que exploran el papel del Centro Internacional Loris Malaguzzi; el valor de la complejidad natural propia de la infancia; el discurso de Rinaldi al recibir el premio LEGO; y la amistad de Jerome Bruner con las escuelas de Reggio Emilia y con la autora. Un libro profundamente personal, este es un recurso muy valioso tanto para todo el profesorado de Educación Infantil como para los estudiantes e investigadores. Es una lectura esencial para cualquiera que busque profundizar su comprensión de la filosofía y la práctica pedagógica de Reggio Emilia.

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En diálogo con Reggio Emilia. Escuchar, investigar y aprender

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Los servicios educativos de Reggio Emilia para niños de 0 a 6 años son ampliamente reconocidos como uno de los mejores del mundo. En diálogo con Reggio Emilia nos ofrece los artículos, conferencias y entrevistas más importantes de Carla Rinaldi que son fruto de su dilatada experiencia y estrecha ...