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“Talk of education (including the education of young children) cannot be confined to literature. Such talk, which is also political, must continuously address major social changes and transformations in the economy, sciences, arts, and human relationships and customs. All of these larger forces influence how human beings—even young children— “read” and deal with the realities of life. They determine the emergence, on both general and local levels, of new methods of educational content and practice, as well as new problems and soul-searching questions.”
Loris Malaguzzi, p. 39 | The Hundred Languages of Children: The Reggio Emilia Experience in Transformation
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