International Journal of Teaching and Learning in Higher Education 2017, Volume 29, Number 2, 192-200 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Capturing Student Perspectives Through a ‘Reggio’ Lens Diane Boyd and Caroline Bath Liverpool John Moores University This research considers the views and perspectives of a group of students on an Education Studies and Early Years course in an English university that took part in an arts project inspired by the philosophy and pedagogy of the Reggio Emilia preschools in Italy. This ethnographic study included semi-structured interviews and a questionnaire which provided further themes for discussion. The intention of the research was to explore why the students perceived this style of learning as so difficult in order to support future pedagogical development on the course. Findings suggest that there is more preparatory work needed before students can comfortably engage with this approach to study. Education Studies programs in England, which are find out what students were finding difficult about the academic rather than combined with teacher education module and why. programs, are distinguished by their critical focus on The type of tensions that were generated by the pedagogical and structural issues as related to all phases approach to the module suggested that the students of education and training. The Education Studies and resisted the idea of its pedagogic freedom. Indeed, they Early Years degree program in this study, which is often stated that they would rather have “ten essays than located in a Higher Education Institution (HEI) in the this!” Thus, relevant to the findings that emerged from North West of England, specifically encompasses this reported exploration, the paper also considers areas critical thinking in relation to early years practice and such as students’ previous experiences in learning and provision. As part of this critical approach, attention is the emotions associated with transition from school, with paid to significant international and radical examples of its more prescribed focus on targets, to the expected preschool education, in particular that of the Reggio independent learning in higher education in England. Emilia preschools in northern Italy. The study reported This study can be considered original in that it here emerged from the lecturers’ attempts to bring crosses the boundaries of early and higher education. pedagogical approaches embedded in the Reggio Emilia To enable students to understand a pedagogic approach preschools into the higher education arena in order to popular in early years education, it seems logical that consolidate students’ experiential understanding of this their understanding will be heightened if they see it model of education. modeled by lecturers and experience it first-hand, albeit The “module” or short course of study, which from the vantage point of young adulthood. There are formed the basis for the study accounts for 20 credits of few similar reported studies with higher education the overall program and involves third-year students, students despite the fact that Crosling, Nair, and who are in their final degree year, in a visit to a local Vaithilingam (2015) point out the importance for museum in order to consider what sparks or provokes sustainable economic development of facilitating their imagination and curiosity. The specific museum creativity and innovation through higher education. has been chosen because it embraces the ideas of Relevant research has been conducted into students Reggio Emilia by providing an open plan space with and tutor experiences of group work in higher areas for discussion and interaction, which itself was education, for example, Elliott and Reynolds’ (2014) created with support from local children. During the study with international students which alludes to the students’ visit to the museum they are encouraged to notion of “learning shock” (Griffiths, Winstanley, & work in a collaborative and open-ended way and Gabriel, 2005) when students meet unfamiliar understand how children think creatively and pedagogical approaches. However, our key point is that imaginatively. To lay the foundations of the project, the in this and other similar studies the creative philosophy students are previously given an introduction to the of the Reggio preschools has not been directly drawn history, philosophy, and pedagogy of Reggio Emilia, from, with the exception of Heyward (2010), who cites and they also go out into the community on short Reggio Emilia approaches as enabling students to face practice visits. Nevertheless, it was noted that every and deal with strong emotions in the midst of learning. year since the module had been introduced in 2010, Maynard and Chicken (2010) used approaches derived tensions linked to its freedom had emerged during the from Reggio Emilia preschools in their research with project work both between tutor and students and early years practitioners (rather than higher education students themselves. Therefore, in 2014 this small scale students) and found that the practitioners were limited exploratory research study was conducted in order to by their own preconceptions of prescribed outcomes. understand better the source of these tensions and to Nevertheless, whole-hearted immersion in Reggio Boyd and Bath Capturing Student Perspectives 193 Emilia approaches, in order to achieve creative and historical perspectives of the child. The adult’s role was collaborative ends in the realm of higher education not as a director or transmitter of knowledge, but as a makes this study of particular interest. co-researcher learning alongside the child. The adult and child therefore learned in a social-constructivist The Pedagogy of Reggio Emilia “process of meaning making in continuous encounters with others and the world …as co-constructors of Practicing “Child-Centered” Learning knowledge and culture” (Rinaldi, 2006, p. 6). These “continuous encounters” Malaguzzi calls “the concept It is important to place the study reported here of circuitry” (cited in Hoyuelos, 2013, p. 125), and he firmly in the philosophical context of the Reggio Emilia reminds adults of the importance of the “active preschool project with its strong social cultural and relationship between one who learns and the one who theoretical aspects. The community of Reggio Emilia teaches” (p. 125). Importantly, there are no children grew out of the devastation of the Second World War with “special needs” in Reggio, only recognition of when the town was rebuilt through the Women’s difference as pedagogy of listening. By valuing Liberation Movement, embedding a strong foundation difference, Reggio promotes rich values of of social, community and moral responsibility. participation, democracy, open ended learning, and Cooperative movements provided the services, one of emotional cognitive educational processes. This lies at which one was the municipal preschools. These the heart of Reggio: an awareness of reciprocal preschools embraced the idea that education is a shared relationships. Children are encouraged to listen and experience between a democratic society and its negotiate with their peers in long-term projects. This citizens who want to take full responsibility for all develops a strong sense of self, as noted by Thornton children. One fundamental reason why “Reggio” is still and Brunton (2009) who observe that Reggio Emilia seen as an enduring model of excellence is its preschools value “different opinions, respecting the “willingness to border cross” (Rinaldi, 2006, p. 4), as it knowledge children already have, welcoming doubt and continually draws on developing theories and concepts. uncertainty, and developing children’s skills in asking This involves everyone within the community in having questions of themselves and others” (p. 59). The child a commitment to the welfare of all children and is viewed as a collaborator, a learner and researcher working together with a shared responsibility and alongside the adult, and this enables a strong learning understanding. This participation encompasses shared context to emerge. This also provides a powerful image meanings and recognition of the equal contribution that of the Reggio child as a strong, confident, capable, and everyone brings with them, regardless of their history competent learner. or culture, as a community of learners. Robin Alexander (2013) notes that the epistemology of a Encouraging the Development of Learners curriculum is central along with cultural and pedagogical understanding and “direct, hands-on local Bennett (2004) suggests that there are two defined knowledge of the children being taught and the families approaches in early childhood across Europe: the social and communities to which they belong” (p. 11). pedagogic approach, as favored by Reggio Emilia, and Another crucial aspect of the Reggio pedagogical the pre-primary or “ready for school” approach as experiment is the recognition of the importance of demonstrated by the Early Years Foundation Stage reflecting and experimenting with ideas, thus (EYFS) (DfE, 2014) in England. Reggio children are developing meanings and interpretations of practice: the considered to be strong and confident, and this “border crossing,” as noted by Rinaldi (2006) above. approach empowers them to become “active citizens” (Williams, Sheridan, & Sandberg, 2014, p. 227) in their Providing a Social Constructivist Environment own right. The Effective Provision of Preschool Education (EPPE) report (Sylva, Melhuish, Sammons, Hoyuelos (2013) suggests that Jean Piaget’s work Siraj-Blatchford & Taggart, 2004) stresses the was the initial inspiration of the Reggio Emilia importance of a quality early years environment in founding Director Loris Malaguzzi. This meant that the promoting the development of self-regulating learners. child was seen as an investigator and explorer within EPPE also places great emphasis on adult-child the environment with the adult’s role being to facilitate interactions, identifying sustained shared thinking as a and ensure the right conditions for learning. Malaguzzi valuable opportunity during which adults can extend, was one of the first to “import” (Hoyuelos, 2013, p. 98) develop, and enable children to talk “authentically” Piagetian influences into Italian settings, admiring his (Whitebread, 2012, p. 7) about their ideas. Siraj- view of the constructivist child. However, Malaguzzi Blatchford (2010) and Siraj-Blatchford, Sylva, deconstructed aspects of Piaget‘s theory and stressed Muttock, Gilden and Bell (2003) extend this further by the additional importance of the social, cultural, and stating that quality is dependent upon both cognitive Boyd and Bath Capturing Student Perspectives 194 and social pedagogic interactions between the child and English EYFS (DfE, 2014) which promotes teaching practitioner. Siegler, DeLoache and Eisenberg (2010) and learning to ensure children’s “school readiness” (p. also note the emphasis on a learner’s “perceived self- 5), Reggio advocates a method of planning and flexible efficacy” (p. 356), which Bandura (1994) stresses. objectives, formulating “hypotheses of what could Thus, there is plenty of evidence to support the claim happen on the basis of their knowledge of children and that Reggio children develop strong feelings of mastery, of previous experiences” (Rinaldi, 1998, p. 113). that is, high self -esteem, high aspirations of themselves, and a strong sense of belief. Learning in Collaboration Enabling the “Hundred Languages” of Creativity As a result of the above features, an important element of the Reggio approach is the collaborative Creativity is an essential element of the Reggio working, which can range from collaboration with and approach, as demonstrated in this extract from between individuals, pairs, or small groups. There is total Malaguzzi’s iconic poem The Hundred Languages of autonomy in how the groups are formed. In a Reggio Children (translated by Lella Gandini in Edwards, classroom there will be multiple levels of learning Gandini & Foreman, 1998, p. 3): occurring, with children and adults in collaboration together. The children can support and move between The child has groups as a “competent audience” (Seidel, 2001, p. 319), a hundred languages and the adult facilitating the processes can as well. The (and a hundred hundred hundred more) children understand that there is a significance to group but they steal ninety-nine. working and they accept the need to be dependent upon The school and the culture their peers. There is trust in their relationship and in the separate the head from the body. democratic participation, and as ideas evolve, the documentation makes them visible to the children and This expresses the multiple ways in which children helps form the next stage of the process. It is an communicate to great effect as well as the ways in emotional experience as well as a cognitive one because which these are denied. Thus, the wealth of resources in ultimately through the collaboration and discussion it Reggio pre-schools is vast, openly displayed to enhance creates a “collective body of knowledge” (Krechevsky & ideas and opportunities in the atelier. The resources Mardell, 2001, p. 286). This process of “design, offer open-ended and creative possibilities. Boyd discourse and documentation” (Forman & Fyfe, 1998, p. Cadwell (1997) noted these materials “have the power 240) provides opportunities for children to think in to engage children’s minds, bodies and emotions… and creative and divergent ways, while learning about in this way, the children continue to build and rebuild, empathy, respect for others and tolerance. This is a through the materials, an ever-expanding awareness and community of learners, as Malaguzzi and the Women’s understanding of the world and their place in it.” (p. Movement envisaged. As Mooney (2000) noted, John 27). As Malaguzzi (1998) outlined, creativity allows Dewey also advocated that learning should be open children to engage with their world, discovering new ended and an educative experience, not just about having meanings. Reggio is not about “art,” but about the fun, and the success of learning is in the potential of new different and creative ways children interpret their lines of discovery and thinking, so that children are world, using the “hundred languages.” Katz (1998) “confident in their ability to dive in and satisfy their expands this further by recognizing that creativity curiosity” (p. 19). provides “additional languages available to young children not yet competent in conventional writing and Research Methods reading” (p. 35). This is in contrast to the English EYFS (DfE, 2014) which recognizes literacy as a specific The study both researched and emulated Reggio subject which practitioners need to promote in order to Emilia pedagogical approaches in a higher education insure that children are “ready for school” (p. 4). This is context. The research design reflected the creativity and the culture of readiness which Malaguzzi refers to in flexibility of Reggio approaches by utilizing an the above poem where he talks of separating the head interpretive ethnographic methodology of inquiry from the body, noting lack of creativity and open ended (Geertz, 1973). As Marcus (2000) points out, messy play opportunities and strong focus on more formal texts “insist on an open-endedness” (p. 567) and the cognitive skill based applications. Thus, there is no ethnographer acts within the landscape of the study. curriculum in Reggio Emilia, unlike in England, and the Thus, as reported earlier, the focus grew organically pedagogista and practitioners have total control and from the tensions and discussions around the freedom autonomy over the learning, drawing on the ideas and of an open-ended project during which students were provocations of the children as inspirations. Unlike the encouraged to be creative and divergent while working Boyd and Bath Capturing Student Perspectives 195 collaboratively. To capture and reflect on this, a the thoughts and behaviors of the students, as revealed in the mixture of semi-structured interviews and a short interviews and questionnaire. In this respect, the study questionnaire were designed for use with the sought, through the open nature of its categorization, to participants at the end of the module. construct, as well as to illuminate, the ideas that emerged A small selection of eight from the overall group of from the data collected. There were several themes that 44 final year Education and Early Years students emerged and re-occurred during the interviews with the voluntarily agreed to become part of this research. It is students. These ranged from working within a group in a important to stress that the data was all collected after collaborative manner, not feeling as if ideas or thoughts the module had been concluded and marks allocated. were listened to, not enjoying the freedom of creativity, and This negated any potential impact of students’ finding the place of documentation as a formative rather disclosure to the module tutor who conducted the than as a summative tool. research. The positive aspect of this was that the The data collection was concentrated in a very interviewer had also observed and organized the short time scale (a week) immediately after the module. Ethical clearance for the study was given by completion of the module, which ensured that the relevant HEI, and the students were all aware of the collection and analysis did not become a long drawn purpose behind the research and understood their rights out process and was as simple as possible. There was to withdraw at any time. The researchers recognized the no analysis of any of the data until after all interviews principle of informed consent, and they insured all had been completed. It was important to draw credible participants signed letters of agreement for their conclusions while remaining aware of how participation and also understood the implications of interpretations of the data might be compromised this (Oliver, 2010). (Sapsford & Jupp, 1996). Thus, the main findings are The interviews contained five standard questions supported by actual and detailed quotations from the which addressed the following: how easy they had felt interviews in order to provide a solid foundation for the it was to engage in the Reggio process; how they had discussion with which they are intertwined. These worked as an individual and as a member of a group; quotations are presented in italic script. and how they felt about having to work together in this way. The semi-structured nature of the interview Findings provided the interviewer with access to individually constructed interpretations, providing “thick The Struggle to Become a Reggio Emilia Learner: descriptions” (Geertz, 1973) and emotive responses. “It’s a dark place.” The interview informality also provided opportunities for flexibility, allowing the interviewee to move freely There were tensions even at the initial stage of from one topic to another and produce a wealth of visiting the museum, with some of the students thematic data. This enabled conversation with a purpose questioning the relevance of the visit, asking couldn’t (Dexter, 1970). The interviews lasted around half an they just get “on with it.” After the initial visit they hour to an hour, and they were conducted in an were encouraged to work collaboratively in small self- informal place that was convenient to the student. chosen friendship groups. They had to share and The questionnaire comprised the English version of discuss their ideas and find a negotiated pathway to the Generalised Self-Efficacy Scale (Schwarzer & work together. From this point on the sessions became Jerusalem, 1995). There were seven different types of workshops, and the tutor became a combined questions on the questionnaire (Youngman, 1982), of pedagogista and atelierista. These sessions were open- which ‘ranking’ was one. The students all ranked how ended with students choosing if to attend and in what they had perceived their self-efficacy and were asked to capacity they required support. However, giving the place how they perceived their ability to deal with students such freedom also provided some with the different situations in a rank order from 4 (high) to 1 opportunity not to engage. Their reasoning was that the (low). The comments ranged from how they managed “process” was not going to be marked and therefore solving difficult problems to how they handled was not worth the effort, as it did not contribute to their whatever came their way. final grade. However, their lack of engagement often provoked tensions with other members of their groups. Thematic Analysis The module the students were studying expects that them to be independently engaged and motivated to Using an interpretivist approach provided the learn and question ideas. Learning outcomes require the interviewer with an opportunity for a thematic data analysis students to critically reflect and critically review that was inductive, developing naturally out of the research. research evidence about different international The analysis was conducted using the pedagogical themes preschool environments. However, some students of Reggio Emilia, as reported above, to attribute meaning to lacked confidence in their ability to take charge of their Boyd and Bath Capturing Student Perspectives 196 own learning to achieve this level of critical review. to think about children in an anxiety-fuelled, Siegler and colleagues (2010) term this as “low relentlessly ‘developmental’ way which constricts the perceived academic self-efficacy” (p. 357). Whitebread space for children to just be” (p. 10). Gray (2014) in his (2012) also notes the learner’s belief about the lecture on the decline of play suggests that there is a importance of the task, its relevance, its level of interest growing focus on a “schoolish view” similar to that of and difficulty will impact upon their “goal-orientation” “school readiness” (DfE, 2014, p. 5). Gray says that this and their “metacognitive performance” (p. 145). suggests that “adults know best” and ensures a As a possible explanation for this phenomenon, “continuous erosion in children’s freedom and Alexander (2013) comments that from 1988 to 2010 opportunity to play.” The implication of this adult- policy makers and government in England focused on directed, goal-oriented approach is a focus on a product school curricula which “effectively equates with what is rather than a process. However, the documentation prescribed, tested and inspected” (p. 10). Lumsden, involved in this project embraced the process rather McBryde-Wilding & Rose (2014) also highlight this, than the finished product, which was viewed negatively stating that the school curriculum has had “a focus on and initially misunderstood by the students as they core subjects, foundation subjects and testing” (p. 12) struggled to understand how to utilize the open- and that “performativity and target meeting have been endedness of this tool. Rather than using a Reggio lens the norm” (p. 14). In their research into transition issues on formative assessment, the students focused on a from secondary schooling into the university, they note summative one, for example: the difficulties students (post formal curriculum) have in adapting to a different type of learning. They refer to We used it more as evidence – summative…I had problems with learning to learn (Wingate, 2007), when to get Reggio to fit me. I tried to adapt it to meet students struggle with creative methods of learning or the outcomes. in non-traditional styles. Interestingly, despite the fact that students were in their final year of a university Robinson (2009) suggests that within our program, they had not felt pressure to change long curriculum, literacy and numeracy are seen as established approaches to learning. As an illustration of hierarchical subjects leading to a “need to evolve a new what all of them felt, one student in our study stated: appreciation of the importance of nurturing human talent along with an understanding of how talent There was a lot of pressure, and we were being asked expresses itself differently in every individual” (p. xiii). to do like a radical thing, people felt uncomfortable Alexander (2013) draws a similar parallel, stating a because there was no comfort blanket, which is being limited and narrow curriculum that focuses on core told what to do, like it was different to what I originally subjects is effectively “at a stroke severing the learner been used to doing in a degree. from history, culture and some of humankind’s principal ways of making sense and acting on the The Hundred Languages of Creativity world” (p. 7). The creativity of the project was that it was not being marked per se but was providing material Students’ perceived fear of creative freedom was for an assessed presentation. However, rather than noticeable in several ways. Some students struggled embracing this opportunity to widen their talents with being given the autonomy and freedom to be culturally or creatively, the lack of direct assessment creative and develop their ideas in an open-ended way. caused anxiety within groups, and some perceived the For example, one student said the following: project as an unnecessary inconvenience. For example, one student made the following comment: I thought at first the idea was to choose something you can go with and develop the idea They just wanted to do the minimum yourself. It seemed attractive, you know when possible because they didn’t think it was you are sitting on the other side of the fence and being marked, essentially. you’ve never had that before, the idea you think on, I’d like to do that that. But when I was The Partnership of Collaborative Learning actually in the process of actually having that freedom, it shook; it shook the ground for me. It The Reggio Emilia approach is “child-originated” didn’t feel comfortable; it didn’t sit well (Edwards et al., 1998, p. 240), and the centrality of these because I think the pressure because it was the principles was firmly located within our students’ projects. final year. Reggio children discuss and negotiate meanings and move together into a level of shared awareness and understanding This almost visceral sense of fear resonates with through trusting partnerships. However, most of the House’s comment (2008) that “practitioners are forced university students saw group working and collaboration Boyd and Bath Capturing Student Perspectives 197 during the process as a difficulty, making comments such “I’m not learning anything,” and, “What is the point of as: “I like being in control of my own work”. This seemed it?” They seemed to view the project through a target to develop out of the feeling that it was a “waste of their and performativity lens rather than a Reggio-inspired precious time,” especially knowing that the process had little lens. However, during the interviews all of the students emphasis on the final grade. The following is an example: seemed to rank themselves as having a high self- efficacy (scores of either 3 or 4), even though they had “It was difficult - people were concerned about the struggled to undertake a project that required them to be outcomes of their individual experience and it did creative and work in partnership and negotiate from the really impact upon the learning as a group of beginning. In hindsight, the questionnaires should have students and so many times I actually said ‘we are been completed by the students at the start of the in a faculty of education, leisure and community’ process while they were in the process of struggle. It and it didn’t sit together well.” seemed at that point that their educational histories impacted upon their belief that this style of learning Another apparently negative aspect of collaboration was too difficult and beyond their understanding. This and working in a group was not being valued or being was evident with the real depth of despair voiced during listened to. Again, within the pedagogy of Reggio the interviews, during which one student commented, Emilia, there is a deep, strong desire and recognition of “It was dark. I didn’t know which way to go with it.” not just listening to, but also understanding each other’s Although positive aspects of the process were not words or ideas. There is recognition that this openness initially noted, upon later reflection there was an can lead to a conflict of ideas but this is acknowledged as overwhelming sense from students of recognition of part of a process “where speakers constructively confront how it had either developed them as reflective each other, experience conflict, and seek footing in a practitioners or given them a better understanding of constant shift of perspectives” (Edwards et al., 1998, p. viewing and listening to children. There was also a 241). However, in contrast this conflict of ideas caused a sense of recognizing how others in the group had lot of tensions within the groups of students, as one supported them or that they had not actually listened to student noted: them. Finally, there was an awareness of how, within a social pedagogy, the interaction and trust between I made a conscious decision to not come with a groups, individuals, and the environment is a completed design, as I felt it sort of contradicted fundamental aspect of this style of democratic learning, the idea of collaborative working………….I kept in contrast to the predefined goal-orientated style they saying plans are being made in individual ways but were used to. With regard to collaborative learning one I kept on saying we need to actually have this student voiced: “We all put our own different strengths conversation ... So the project work was decided. I into making it,” and, “The more we went through the was trying to sort of encourage people to have that project, the more we ended up scaffolding each other.” conversation because the product was decided As for recognizing the rights of the child in the ……….but I didn’t understand why we weren’t process of learning, one student noted that children having that conversation. should “go where their learning is and when they But they wouldn’t actually listen to me, to my want; they don’t have to be doing anything at a reasoning behind why I had done what I’d done…. certain time,” and, “They should be in charge of which was so frustrating and that was the biggest their own learning.” It was universal that reflection tension in the process. of students’ own experience had made them “see” differently that children’s learning can be centered There also appeared to be a certain expectation, “around their ideology and pedagogy rather than because of tuition fees, that the lecturers and the university just drilling them….. The 100 languages, it’s should have provided all of the necessary resources, such as important to use all of them.” “a sheet with a tick list of things I have to do,” to support students to achieve their assessment. This was magnified Into the Light as a Reflective Practitioner: further after the details of the assessment for this module “Everything is Reggio Really” were initially explained, and there was a sudden rush of frustration because of differences from how students had Initially this research was to understand why our been assessed in the past. They made comments such as, early years students fought against a style of learning that “Why are we being asked to do it ourselves?,” and, “We’re was so embedded into the social pedagogy of European paying the lecturers to teach us, not for us to teach the early years provision. Through these interviews it was lecturers, if that makes sense.” apparent that both the students and the tutor (interviewer) Students also struggled to embrace the Reggio reflected on the journey, thus providing both knowledge open-ended learning approach, with comments such as, and understanding which empowered all learners and Boyd and Bath Capturing Student Perspectives 198 developed a community of learners. Within Reggio is also a crucial and powerful factor in cognitive ability. Emilia preschools, the child and teacher are co- Real active learning is a social activity that engages constructors and co-researchers, meaning that all views communication, questions, and involves collaborative are valued, discussed, and shared. As there is no learning and negotiation. The Reggio Emilia approach hierarchy within Reggio, there is a strong democratic “compels the children to seek cooperative strategies” thread which ensures opportunities for unguarded because of the “deep roots of cooperative culture and conversations (Baskerville & Goldblatt, 2009) and a organization” (Vecchi, 2001, pp. 178/9). shared responsibility of practice. Children work with In an English higher education system that their knowledgeable other (Vygotsky, 1978) to think students note as having priorities such as “the grades divergently and challenge preconceived ideas, while being pinned on that” or learning that has a lot of these are scaffolded (Bruner, 1960). Comments from the “individualism and competition,” even the idea of students demonstrated an awareness of the importance, being creative and having freedom to try different not just of a strong social constructivist approach but also “languages” of learning was not seen in a positive a place within the learning for reflecting-in-action and light. It was viewed as “radical” and brought feelings on-action (Schon, 1987), for example: of low self-efficacy evidenced by comments such as, “I can’t do art, not really, I can write but I can’t paint, It taught me to think about why you do stuff art, music anything like that.” This provokes the and to be more open minded and not just question as to whether the focus in education right focus on a percentage, on that piece of through from early years to higher education has paper. Doesn’t just focus on the end, but become a system of “authoritative consensus” how you’re getting there, how you’re going (MacNaughton, 2005, p. 30). to do it, rather than having to plan an end . . In Wales (in contrast to England) there have been . just see here it takes you? signs of a move towards a more play-based pedagogy in the early years. As mentioned earlier, Maynard and This appears close to the authentic Reggio Chicken (2010) who were worried over the “perceived approach that supports a community of learners and over formalization of young children’s learning develops critically creative thinkers who find challenge experiences” (p. 29), piloted a small scale study to in conflict of ideas. One student stated: “It has been the encourage Welsh early years practitioners to explore most thought provoking, it has been the best module the Reggio philosophy in practice. However, similar I’ve done in my degree, the most challenging. It was a to our findings with students, their research exposed very emotional experience.” At the end of this process the teachers’ entrenched approach to be “dominated the students individually presented their “journey” from by prescribed subject-related outcomes” (p. 29), even their perspective and reflected on the process. Mostly when they had been given total support and freedom they recognized that they had learned not only a lot to explore and utilize the hundred languages. Thus, the about a pedagogy of listening, but also a lot about teachers, like our students, struggled to let go of their themselves as learners. teacher training theories and previous educational histories: as one of our students noted, “Well, I Conclusion suppose that’s the way the university always works; you just kind of get lectured at.” This suggests that This research suggests that policy makers and government, policy makers, schools, and universities educationalists could embrace some elements of the as a whole must embed more co-constructing Reggio Emilia outlook on learning in order to promote cognitive pedagogical interactions; as another of our creative and divergent thinking. Rather than the English students noted, “There are not many opportunities to EYFS view of getting the child ready for school (DfE, sort of engage in projects…. This is more 2014), or indeed a view of the student as getting ready wholesome.” The evidence of this study demonstrates to graduate, we could provide contexts for learning that that if students are given more opportunities to build “confidently on the enormous perceptual and develop “wholesome projects,” they become more cognitive powers and motivations of children …to confident, cooperative and, importantly, self- probe deeply into areas that interest them” (Gardner, reflective and critical co-learners and ultimately can 2001, p. 27). By providing multiple opportunities to became Reggio-inspired co-constructors. As one think, investigate, experiment, and challenge, and by student commented: “I have learned how to reflect in allowing time for reflection and dialogue along the teaching….. Otherwise you have teachers who think journey, children and university students can develop a very narrow-mindedly. 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Giudici, P. Barchi, & Project Zero co-authored a book that considers Early Education (Eds.), Making learning visible: Children as across the four home countries of the UK and is now individual and group learners (pp. 25-27). Reggio writing the second in the series discussing education for Emilia, Italy: Reggio Children. sustainability across the UK.Her research focus is on Siegler, R., DeLoache, J., & Eisenberg, N. (2010). early years pedagogy and its practical applications, How children develop. New York, NY: Worth especially concerning sustainable practice. She is Publishers. leading a task force in England on embedding Siraj-Blatchford, I. (2010). A focus on pedagogy: Case sustainable practice into the early years nationally with studies of effective practice. In. K. Sylva, E. C. Eco schools England and OMEP UK. Melhuish, P. Sammons, I. Siraj-Blatchford, & B. Taggart (Eds.), Early childhood matters: Evidence CAROLINE BATH works as a sessional PhD from the effective pre-school and primary education supervisor at Liverpool John Moores University project (pp.149–165). London, England: Routledge. (LJMU) in the UK. She has a professional background Siraj-Blatchford, I., Sylva, K., .Muttock, S., Gilden, R., including primary and early years advisory work in & Bell, D. (2003). Researching effective pedagogy the UK. Her doctorate focused on young children’s in the early years report RR356. London: DfES/ participation, and she has published widely on that Institute of Education, University of theme, in both early years and higher education London/University of Oxford. contexts. In 2010, she co-directed a team Sylva, K., Melhuish, E.C., Sammons, P., Siraj- commissioned by the Department for Education to Blatchford, I., & Taggart, B. (2004). The Effective review children’s experiences of the English Early Provision of Pre-school Education (EPPE) Project: Years Foundation Stage. This led her to explore Technical paper 12-The final report: Effective pre- children’s contribution to the documentation of their school education. London, England: DfES/ Institute learning and to examine issues for the early years of Education, University of London. workforce. She recently worked with a team at LJMU Thornton, L., & Brunton, P. (2009). Understanding the to evaluate a national project led by a Liverpool Reggio Approach to your early years. London, teaching school. Her latest publication is about England: David Fulton. concepts of young children’s citizenship.