SABBATICAL INQUIRY

Term 3 2015

To investigate how integrating aspects of the Reggio Emilia approach within a

New Entrant setting could be conducive to a childs transition from pre-school
to primary school.

Jennifer Horgan
Principal
East Taieri School
Acknowledgements
Thanks to:

The Ministry of Education for giving me the opportunity for further study and
time for refreshment.
The East Taieri School Board of Trustees for supporting me in my application.
My staff at East Taieri School, especially Garth Powell and Janine Clague in
their roles as Acting Principals, for ensuring the smooth running of the school
in my absence.
Mrs Sue Stevely-Cole, Ambassador of Reggio Emilia for New Zealand
Staff at Dilworth Bear Park Early Childhood Centre (Auckland)
Glenys Waller Senior Teacher Junior School, St Cuthberts College
(Auckland)
Junior School Teachers St Cuthberts College (Auckland)
Andrew Morrall, Principal Rolleston School (Christchurch)
Rachel Johnston, Lead Teacher, Selwyn House Pre-School (Christchurch)
Karon Read, Dean of Junior School, East Taieri (Mosgiel)
Toni Clarke, Head Teacher, East Taieri Pre-School (Mosgiel)

Purpose

This investigation has been prompted by the ongoing consideration of the

challenge facing our New Entrant teachers of ensuring that transition to
school is positive and enjoyable, that children have time to develop naturally,
think creatively, be inquisitive, open-minded and take risks with their learning,
while at the same time acquiring the academic skills necessary for them to
meet National Standards.

At East Taieri School there has been much professional discussion around
ways of balancing our own Inquiry model of teaching within the New Entrant
setting, with the pressure of getting children to reach the National Standard
within their first year of school. Looking at how incorporating the Reggio
1

Emilia approach could assist with maintaining the balance would be a major
component of the investigation.
There has also been much discussion with the neighbouring pre-school
around ways to strengthen the liaison between us and in doing so, enhance
childrens transition to school. Investigating the benefits of incorporating
aspects of the Reggio Emilia approach into both our pre-school and school
setting would be a consideration of the study.
The opportunity to visit recommended New Zealand pre-schools and schools
in Christchurch and Auckland which embrace the Reggio Emilia style of
education would provide evidence of the success of the approach, also an
opportunity to investigate how the approach was introduced, the professional
learning that took place and any challenges that were encountered.

(I was fortunate enough to visit Reggio Emilia during my sabbatical, and although I
was unable to visit schools as it was holiday time, I was able to experience the city,
the culture and the people.)

Rationale and Background Information

The Early Childhood services and schools that are most effective in supporting
childrens transition to school have a strong focus on childrens dispositional
learning, independence and social competence, providing opportunities for children
to participate in programmes that focus on extending their particular strengths and
interests in authentic contexts. True partnerships in learning are developed with
parents, and assessment information makes learning visible. (ERO 2015)
The Reggio Emilia approach, which has inspired many early childhood centres
around the world, appears to have as central to its philosophy, the traits outlined
above.
Some excellent readings have provided me with an insight into the Reggio Emilia
approach to teaching and learning. This approach is based on the concept that
children have many ways to develop their potential, extending their individual
strengths and interests, showing their learning through the hundred languages that
they possess. Providing a learning environment where children are able to express
themselves through many ways is central to the Reggio approach, as is building and
maintaining relationships. Parents play an active part in their childrens learning and
the exchange of ideas between parents and teachers is highly valued.

History
The Reggio Emilia approach was developed by Loris Malaguzzi and the parents of
the villages around Reggio Emilia in Italy after World War Two. It was believed that
at this time children needed a new way of learning and should be given multiple
experiences and opportunities to develop their potential. Children were viewed as

being competent and having rights and strengths, rather than needs. Malaguzzi says
that a child possesses a hundred languages with which to make sense of the world
and co-construct knowledge. This metaphor of the hundred languages recognises
that children have infinite ways of expressing their thoughts and ideas and making
sense of their world through writing, drawing, movement, music, sculpture, and
other such languages. It acknowledges that learning occurs in different ways,
through different styles and intelligences.

The Environment
When visiting Reggio Emilia, seeing families and friends meeting in the squares or
piazzas, the importance of the role that the piazza plays in the life of the people is
obvious, and this is reflected in the design of Reggio Emilia schools where spaces
for encounters between children, between adults and children, and between adults
are created.
The environment is seen as another teacher, inviting children to enter and
participate, through displays of childrens work within areas making the most of
space, natural light, colour, and nature. There is great attention to layout, detail and
design.

The Importance of Relationships

Children, teachers and families are seen as the three components central to the
education of children, based on rich relationships and participation. Great importance
is placed on creating the conditions for the development of relationships and
interaction.

The Importance of Listening and the Gift of Time

The importance of listening is central to the Reggio Emilia pedagogy, listening, not
only through our ears, but through all our senses (Rinaldi, 2005). Listening is seen
as valuing the voice of others and as being conducive to building relationships.
Teachers take the time to listen, allowing children to think for themselves, make
sense of their world in their own way.
Listening is not only a pedagogical approach, it is a different way of
thinkingListening is time.the best present you can give to a child is to
give him/her time, your time, a time for themselves to reflect, to think, to play, to
communicate. (Rinaldi, 2005)
Time is referred to as a valued gift. Central to the Reggio approach is an attitude that
values time to learn, time to research, time for interacting with one another.

The Role of the Teacher

The role of the teacher is above all one of listening, observing, and understanding
the strategy that children use in a learning situation.The teacher must be
involved within the childs exploring procedure. The teacher must be able to catch
the ball that the children throws them and toss it back to them in a way that makes
the children want to continue the game. (Filippini, 2006)

Reggio teachers believe in shared control between teachers and children. Teachers
are continually researching and learning with the children. Reggio teachers facilitate
learning by asking questions that lead children to deeper thinking and further
research.

Observation and Pedagogical Documentation

Pedagogical documentation - making learning visible, is central to the Reggio Emilia
philosophy. The documentation is a visible form of the pedagogy of listening, and
plays a fundamental role in creating a transparent school. This documentation
allows everyone in the school community, especially parents, to observe and
interpret the process of learning. (Giamminuti, 2009)
The documentation takes many forms wall displays, notes, photos, etc, not only
showing the learning journey of children but giving them the opportunity to revisit and
reflect on their learning.
Filippini (2006) suggests that the creation of documents provides a unique
opportunity for teachers to listen again, to see again, and therefore revisit the
experiences of children. This, in turn, produces discussion and debate amongst the
teachers, this revisiting with colleagues helps to modify a teachers thoughts and
hypotheses about the children, and subsequent interactions with them.

Follow up to School and Pre-school Visits/Findings

Following up on my readings, it was an absolute privilege to visit schools and preschools that had incorporated the Reggio philosophy into their education centres. All
were clear about the fact that a true Reggio Emilia school or pre-school can only
happen in Reggio Emilia in Italy. All that we can do in New Zealand is look through
the Reggio lens and incorporate the philosophy into our settings as best we can.
Comments from teachers who had observed teaching in Reggio Emilia focused
strongly on the family/teacher relationship. One teacher stated that nothing happens
without input from parents. He had been invited to a parent/teacher meeting one
evening. The meeting started at 9pm and finished at midnight. It wasnt just parents
who attended, the whole community was involved. Families have ultimate trust in
educators and together they create what is important to them for their children.
The Reggio approach is best practice pedagogy. It is a philosophy that informs best
practice and programmes. There is a true, authentic respect for children, with great
importance placed on the development of childrens self-esteem and self-worth. High
importance is also given to the development of childrens expressive language.
Best practice pedagogy was observed in the schools and pre-schools visited.
Teachers were passionate about their role. Focused, intense listening to children
was obvious. Teachers talked about the need to be able to listen in many ways
through childrens body language, through their art, dance, writing, etc. Observation
was seen as the key. Group learning observations were documented as well as
individual learning observations.

It was obvious that a responsive curriculum was needed. With the Reggio approach
the end point for learning is not known. Childrens learning could take many different
paths. We saw evidence of the different learning journeys children had taken, where
the children were engaged, co-constructing the learning alongside teachers.
The curriculum is not established in advance, but develops as investigations
develop. These investigations can last from a few days to several months. They
may start from a chance event such as an observation of a spider spinning a web, an
idea or problem posed by a child or group of children, or an experience initiated
directly by the teachers. Teachers ensure that investigations include a broad range
of concepts such as literacy, numeracy, science, art, drama, etc. Teachers facilitate
learning by asking children questions that lead to deeper thinking and further action.
Reggio educators highly value questioning, reflection, research and adaptation.
It was interesting to see the different planning formats and types of documentation
undertaken by the various schools and pre-schools. One centre had certain themes
that were to be covered within a two year period. There was no end point for
investigations and children were expected to drive the learning integration.
At all centres teaching teams met regularly, discussing their observations and
childrens learning and time was set aside for documentation. The power of a group
of teachers was seen as very conducive to understanding childrens learning
progress as it provided the opportunity to listen to a range of perspectives on a
childs learning. A range of successful strategies were observed. One was an
observation sheet for all teachers involved with the children to comment on. At one
school learning activities and learning outcomes were filled in throughout the
investigation process. Booklets as evidence of investigations provided clear
documentation of childrens learning. Another schools expectation was that there
would be a summary at the end of each investigation giving evidence of teacher
voice, student voice, teacher and student reflection, with photos, videos, etc. One
pre-school team gets together at the end of the day and reads the days
documentation back to the children who are then able to follow/revisit where their
thinking has been for the day. The classroom is then set up for the following day
based on this discussion.

Implications for Our Own Setting

Having the Head Teacher of the adjoining pre-school, as well as the Dean of our
Junior School involved in some of the visits provoked much discussion and
reflection. Our goal is to try to look through the Reggio lens and incorporate the
philosophy into our settings as best we can, to ensure successful transition to
school.
A discussion with the Head Teacher of the adjoining pre-school several weeks
following our visits highlighted some of the changes that had already been
implemented within the centre. A general description of the pre-school is that it is
community based, has a close association with the school, has a holistic view of the

child, relationships are seen as important, has some structure to the day but
freedom within, and children are aware of routines and expectations. Changes
implemented within the Pre-School:

Now allowing projects to run their course rather than having a set date to
finish
Making learning visible now having work out for children to see/reflect upon
Teacher acts as childs memory
Shared projects reminding children of where theyve been in their learning
Children come together to discuss whats been happening/reflect/plan the day
Children put into groups depending on where theyve been mat/outside
area/art area
Childs enduring interest followed similar to Dip Time at school
Goal setting with child/whanau
Sometimes it is the teacher who suggests the provocation to set the path
Listening/ Observing/ Providing a provocation to get something going/
Reflecting/ Keep offering back
Daily Diary up for display showing what has been happening during the day
Daily Diaries then taken to planning meetings for reflection and future
planning prompting coming back to things
Goal more documentation of learning journeys more photos with
statements/questions

A discussion with the Dean of our Junior School who is also one of our New Entrant
teachers, showed the way in which she and her team are integrating the Reggio
philosophy into their teaching. Her way of looking through the Reggio lens is that
investigations or provocations are a viewed as a way of celebrating learning. They
are all driven from children, all brought from home. The children are able to show
their learning through different ways writing, painting, building, constructing, etc.
The approach has been called Dip Time. The words for what the DIP meant were
decided by the children.

D = decision making
I = independent, inventing and inquiry
P = play
The childrens initial thoughts about what Dip Time would involve included
choosing, being in the learning zone, science, art, numbers, writing, learning,
reading, creating, problem solving and playing. During Dip Time the children are
called the Explorers and there are regular conversations including both children and
teachers regarding what is/ is not working. The key competencies underpin the
whole approach (Thinking, managing self, participating and contributing, using
symbols and texts, relating to others.)There will be ongoing fine tuning of how the
regulatory requirements will be met - i.e. National standards reporting, whilst
following how the children want to learn

There is much discussion about making choices, taking risks, stretching the brain,
and how its ok to make mistakes. There is a focus on learner agency, lots of
discussion and problem solving, with children learning to work with others, learning
from each other and negotiating. The Key Competencies and Values are integrated
into learning. Teachers are conscious of the importance of seizing the moment.
They are very conscious of the importance of listening and are endeavouring to take
more time to listen and slow down.
The introduction of Dip Time has been a highlight. Dip Time is when children have
the freedom to follow their individual investigations or provocations. The element of
play has become an important component of Dip Time, following much research
and reading on the importance of play. A range of activities involving aspects of play
are offered blocks, dough, water, sand, construction, an investigation table, dress
ups, painting, etc. Often, children will continue with the class investigation, continuing
and expressing their learning through different ways. They enjoy the freedom to
express themselves as they wish. More creativity is obvious and the children who
are not ready for formal learning benefit. There has been considerable positive
feedback from parents, especially of boys, who want to continue Dip Time at home.
Teachers are noticing children learning more from others and feel that children are
showing more excitement about learning.
'Creativity seems to emerge from multiple experiences, coupled with well-supported
development of personal resources, including a sense of freedom to venture beyond
the known.' Loris Malaguzzi
As with pre-school, teachers are allowing investigations to run their course, rather
than have a set date to finish. Work is out for children to see/reflect upon/come back
to. There is lots of discussion about the learning that has been happening. Teachers
are focusing on listening and observing and sharing their reflections with one
another.
Conclusions
Looking through the Reggio lens has opened up much discussion and reflection on
ways in which transition to school can be made more successful. As stated earlier, a
true Reggio Emilia school or pre-school can only happen in Reggio Emilia in Italy. All
that we can do in New Zealand is look through the Reggio lens and incorporate the
philosophy into our settings as best we can.
The readings and visits have acted as a catalyst for change and prompted a stronger
liaison and closer relationship between the school and the adjoining pre-school, as
well as greater sharing of information between the two. There will be a focus on
greater continuity of learning for children during their transition from pre-school to
school. A new role has been created for a teacher to run a Transition to School
programme with increased parental involvement encouraged.
The changes in teaching approaches already implemented, giving children more
agency, giving them the freedom to pursue their own passions or investigations,
giving them more time, and being prepared to step back, listen and observe are

making teaching and learning far more enjoyable. Balancing our own Inquiry model
of teaching within the New Entrant setting, with the pressure of getting children to
reach the National Standard within their first year of school seems more achievable.
The high focus on literacy and numeracy will still be maintained, but within an
environment where children are provided with more freedom about the ways in which
they express their learning and more choice about activities, investigations and who
they work with. Maybe Dip Time is the start of our Reggio inspired approach to
teaching and learning. Our goal will be to build on the positive start made within both
the pre-school and New Entrant area, integrating aspects of the pedagogy of Reggio
that fit within our own settings.
As one teacher at St Cuthberts said, the Reggio approach is really just best practice
pedagogy.

References
Education Review Office. (2015) Continuity of Learning: transitions from early
childhood services to schools
Edwards, C. Gandini, L. Forman, G (2012) The Hundred Languages of
Children The Reggio Emilia Experience in Transformation. 3rd edition.
Praeger. Santa Barbara, California
Filippini, T. (2006). Observation, interpretation and documentation. Paper
presented at the Winter Institute, Reggio Emilia, Italy
Giamminuti, S. (2009). Pedagogical Documentation in the Reggio Emilia
Educational Project: Values, Quality and Community in Early Childhood
Settings. PhD Dissertation, The University of Western Australia, Crawley.
Giamminuti, S. (2013). Dancing With Reggio Emilia metaphors for quality.
Pademelon Press Pty Ltd. Mt Victoria, New South Wales
Project Zero and Reggio Children. 2001. Making Learning Visible: Children as
Individual and Group Learners. Reggio Emilia. Italy: Reggio Children
Rinaldi, C. (2005) Pedagogical Documentation. Paper presented at the
Biennial Conference of the Reggio Emilia Australia Information Exchange,
Landscapes of Listening, Melbourne, VIC, Australia
Te Whariki Ministry of Education (1996)
The New Zealand Curriculum Ministry of Education (2007)