Day 3: At the Loris Malaguzzi International Centre by Carolyn

Paola Ricco who is responsible for Study Groups (Reggio Children) welcomed us to the Loris Malaguzzi International Centre and introduced us to Reggio educator Amelia Gambetti. The morning session focused on the context, the community of Reggio Emilia and the educational experience. Amelia prepared us for our visits to the infant toddler centers and pre-primary schools. She suggested that we should, “take it easy and be patient” and to take time to reflect on what we will see. She spoke about the Reggio philosophy in context to research, innovations and evolution. I was interested in her statement, “Reggio itself is an interpretation of Reggio. It opens up opportunities for exchange.” I am now wrestling with this. What does she mean when she says that Reggio is an interpretation of itself? I will think further about this.

Maddalena Tedeschi, a pedagogista for preschools and infant toddler centers of Reggio Emilia spoke about the principles of the pedagogical project. She gave an example of a project that young children did when they compared similarities and differences between a column and a tree. She described the connections in learning that teachers documented as the children progressed in the project. Maddalena spoke about multiple entries and exits in project work. Circularity, transparency and connecting threads and hybrids were key ideas that she highlighted. I continue to grapple with the question, “do projects end?” If threads weave new ideas that seed new projects then traces of ‘what was’ continues in a never-ending spiral.