Innovations Articles

NAREA offers complimentary membership to all interested persons. Complimentary memberships include an array of benefits, including one article per year of Innovations in Early Educations: The International Reggio Emilia Exchange at no cost. This periodical is a valuable resource for Reggio-inspired educators, advocates, parents, and schools. If you would like to upgrade from complimentary to subscriber member, you will receive three full issues each year enabling you to stay updated by educators from Reggio Emilia, North America, and beyond.


A Partnership with Nature: An Urban School’s Collaborative Study 

by Kristin Brizzolara Vazquez & Karen Haigh | Volume 28, Number 1 | pp. 28–45

Authors share experiences from Velma Thomas Early Childhood Center, a Chicago Public School Child-Parent Center. Teachers from seven classrooms, along with Veronica Cline, parent educator, share individual stories from the nature-focused classroom studies. These stories offer a window into the larger narrative with Sobel’s design principles of nature running throughout.


An Invitation to Participate in a Teacher Research Collaborative: Children and Trees in Relationship 

by Jeanne Goldhaber | Volume 27, Number 1 | pp. 36–43

On behalf of Reggio Inspired Vermont Early Education Team (RIVET), Jeanne Goldhaber, associate professor emerita at the University of Vermont, introduces and invites participation in a collaborative research project focused on children and trees in relationship. The ongoing project will consider the possible meaning we have ascribed to the children’s and trees’ encounters and ways through which we might learn more about and deepen their relationships.


Alternative Narratives in Early Childhood, Or Why Contest Early Childhood?

by Peter Moss | Volume 26, Number 1 | pp. 12–21

Peter Moss, emeritus professor at UCL Institute of Education, University College London, presents a case for the Reggio Emilia approach starting with a reference to the Contesting Early Childhood Series, in which he helped to edit three books from Reggio Emilia. He points out the common tendency to use stories, starting from very early childhood, about our individual selves and experiences to define us. However, a story, Moss explains, is only an interpretation and “alternative narratives in early childhood” are called for.

In addition, Moss emphasizes how dominant discourses by powerful institutions overtake and direct perception, influencing such paramount aspects of society as early childhood education.


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

Innovations in Early Education: The International Reggio Emilia Exchange is pleased to make one of its peer-reviewed articles available to the public audience. NAREA is grateful for the collaborations in North America that give visibility to children, families, teachers, and communities. Too often, adults speak on behalf of children. Here, in this timely and poignant article, listen to the views of children and adults as they go about their daily lives in a community that happens to be located along the US/Mexico border.

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