‘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 how to learn.’ (Loris Malaguzzi)

A Culture of Research

The educational project of Reggio Emilia is an on going pedagogical research project between teachers, parents, children and the community. It is a research project about teaching and learning and the relationship between them. This research has led to a particular way of thinking about children, education and learning.

This is not research as an activity conducted by outside specialists, but as part of everyday practice that can be conducted by everyone: the researching child, the researching teacher, the researching parent.

The Teacher as Researcher

What we believe about children, learning and knowledge dictates how we teach. What we say we believe and what we believe may not be the same. Choices about how to teach and what to teach, are constantly being made. These choices are based on our values and the image we hold of children, learning and knowledge.

Learning is the key factor on which a new way of teaching should be based, becoming a complementary resource to the child and offering multiple options, suggestive ideas and sources of support.

‘Research is a habit of mind, an attitude that can be developed or neglected. It is a response to curiosity and doubt. It con­structs new knowledge, makes for critical thinking and is part of citizenship and democracy. Like everything else about Reggio, research is not a solitary activity, but a process of rela­tionships and dialogue.’
(Carla Rinaldi and Peter Moss)