2021
A Partnership with Nature: An Urban School’s Collaborative Study
by Kristin Brizzolara Vazquez & Karen Haigh
Volume 28, Number 1 | pp. 28–45
Drawing on experiences from Velma Thomas Early Childhood Center in Chicago, the authors document a collaborative study of nature conducted by teachers across seven classrooms. Through shared observations and stories developed with educators and a parent educator, the article explores how sustained inquiry can shape a schoolwide culture grounded in relationships with the natural world.
2020
An Invitation to Participate in a Teacher Research Collaborative: Children and Trees in Relationship
by Jeanne Goldhaber
Volume 27, Number 1 | pp. 36–43
Jeanne Goldhaber introduces a collaborative research project developed through the Reggio Inspired Vermont Early Education Team (RIVET). Centered on children’s relationships with trees, the project invites educators to engage in collective inquiry and documentation to deepen understanding of children’s encounters with the living world.
2019
Alternative Narratives in Early Childhood, Or Why Contest Early Childhood?
by Peter Moss
Volume 26, Number 1 | pp. 12–21
Peter Moss presents a case for the Reggio Emilia approach by examining dominant assumptions that shape contemporary early childhood education. He argues for alternative narratives that challenge prevailing institutions and perspectives, emphasizing the importance of interpretation, democracy, and critical reflection in educational practice.
2018
Bridging Borders: Children’s Right to Dignity, Civility, and Dialogue
by Teresa Acevdo, Celena Martinez, and Iliana Reyes
Volume 25, Number 3 | pp. 18–33
In this article, the authors share the lived experiences of children, families, teachers, and communities along the United States–Mexico border. Through stories of daily life and dialogue, they highlight children’s rights to dignity, civility, and participation while offering insight into the realities of life in a border community.