Loris Malaguzzi and the Teachers Dialogues on Collaboration and Conflict Among Children, Reggio Emilia 1990 Compiled and Edited by Carolyn Pope Edwards, Lella Gandini, & John Nimmo Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict Among Children, Reggio Emilia 1990 Compiled and Edited by Carolyn Pope Edwards, Lella Gandini, & John Nimmo In 1990, three American scholars participated in an extraordinary research experience with Loris Malaguzzi and the educators of the Diana School in Reggio Emilia, Italy. They were studying “co- operation”—how preschool educators promoted collaboration and community in their classrooms and schools—and they used videotapes of classroom episodes to provoke teachers to reflect on the meanings suggested by the actions of themselves and others. In October 1990 the three traveled to Reggio Emilia and spent several days with the Italian educators. The Diana School faculty viewed these encounters as powerful opportunities for their own profes- sional development through the documentation process, rather than simply as passive participation in a research project. Loris Malaguzzi, founding director of the Reggio early education system, was a dazzling philosophical intellect, and at the same time such a grounded, empathic, and perceptive person, that even today the force of his presence and the way he worked with teachers, pedagogiste, atelieriste, and outside researchers is vividly remembered. This document presents in book form the entire record of the data collection in Reggio Emilia, focusing on interpretations of classroom vid- eos of children. In addition to Loris Malaguzzi, participants included Sergio Spaggiari, Tiziana Filip- pini, Vea Vecchi, Paola Strozzi, Giulia Notari, Laura Rubizzi, Marina Castagnetti, Magda Bondavalli, Marina Mori, and the American team of Carolyn Edwards, Lella Gandini, and John Nimmo. This striking example of Malaguzzi’s work and philosophy-in-practice has not previously been avail- able to the scholarly community or to the public interested in the history of the Reggio Emilia ed- ucational experience. Its round-table discussions and dialogues reveal valuable insights into the ways young children can be encouraged towards cooperative learning experiences, with implica- tions far beyond the particular curriculum at hand. The editors’ commitment to progressive educa- tion and to the rights and potential of all children worldwide has led them to share this rich record of the experience, so that current readers and those yet to come can glimpse the brilliant minds at work during this era (1990), and as it were, “listen in” on the fascinating discussions that were held on the topic of “cooperation.” Zea Books Lincoln, Nebraska Loris Malaguzzi and the Teachers Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990 A Research Partnership between Reggio Emilia Municipal Infant-Toddler Centers and Preschools and the University of Massachusetts, Amherst, Illustrating Group Reflective Practice under the Leadership of Loris Malaguzzi by Drs. Carolyn Edwards, Lella Gandini, and John Nimmo, In collaboration with Tiziana Filippini, Vea Vecchi, and Teachers of the Diana Preschool in 1990 Compiled and Edited by Carolyn Pope Edwards, 2014 At the University of Nebraska–Lincoln Zea Books Lincoln, Nebraska 2015 Copyright © 2015 Carolyn Edwards, Lella Gandini, and John Nimmo. All rights reserved. IsBN 978-1-60962-056-1 paperback IsBN 978-1-60962-07-8 ebook set in Calisto and segoe Print types. Design and composition by Paul Royster. Zea Books are published by the University of Nebraska–Lincoln Libraries Electronic (pdf) edition available online at http://digitalcommons.unl.edu/zeabook/ Print edition can be ordered from Lulu.com, at http://www.lulu.com/spotlight/unllib Preface I n 1990, three of us from the University of Mas- educators viewed conflict between children, emotional sachusetts in Amherst, participated in an extraor- and intellectual, as integral to collaboration and co- dinary research experience with Loris Malaguzzi construction – a perspective that was less evident in and the educators of the Diana school in Reggio our research in Amherst, UsA. Emilia. Our focus in this case was “cooperation,” how The analysis of the individual interviews we con- preschool educators promote collaboration and com- ducted with teachers was published in an article, first munity in their classrooms and schools. We at UMass in Italian, then later in English (both are included in had been inspired by Joseph Tobin, David Wu, and this volume). Yet, that short article does not begin Dana Davidson’s (1989) book, Preschool in Three Cul- to capture the unique experience we shared in Oc- tures: Japan, China, and the United States, and wanted to tober, 1990, when the three of us traveled to Reggio use videotapes of classroom episodes in a similar way Emilia and spent several days with the Reggio edu- to provoke teachers in Reggio Emilia (Italy), Pistoia cators. Loris Malaguzzi was a dazzling philosophi- (Italy), and Amherst (UsA) to reflect on the meanings cal intellect, and at the same time such a grounded, they give to the images, including the actions of them- empathic, and perceptive person, that even today, we selves and others. remember the force of his presence and the way he We had noticed the high level of co-action, empa- worked with teachers. thy, and comradeship among preschool children (and This document presents in book form the entire re- among the educators themselves) in the progressive ed- cord of the data collection in Reggio Emilia that fo- ucation settings of all three communities, but we also cused on the Reggio classroom videos and one larger believed there were also interesting cultural differences. meeting responding to the video edit from the Am- We wanted to listen to the specific discourse through herst school, from the initial proposal sent to sergio which skilled educators, as a pedagogical team, talked spaggiari (Director of the Municipal Preschools and about community and cooperation. What was their Infant-Toddler Centers) and Loris Malaguzzi on De- “distinctive discourse,” or “cultural meaning system,” cember 8, 1989; followed by preliminary conversations (what Jerome Bruner calls a “language of education”) that took place in February and June, 1990 at the Di- for framing issues of getting along, becoming part of ana school, including Lella Gandini, Loris Malaguzzi, a group, and learning to negotiate? Their shared lan- sergio spaggiari, Tiziana Filippini, Vea Vecchi, and guage, we believed, would relate to methods of school others; through all the discussions that took place dur- organization and grouping of children, as well as to ing an intense week in October, 1990, including Loris shared beliefs about the roles of the teacher, the na- Malaguzzi (founding director), Tiziana Filippini (ped- ture of the child as learner, rationales for teacher inter- agogista), Vea Vecchi (atelierista), Paola strozzi, Giulia vention and guidance, and preferred styles of facilitat- Notari, Laura Rubizzi, Marina Castagnetti, Magda ing the learning process. In Reggio Emilia, we initially Bondavalli, Marina Mori (teachers), Lella Gandini found that concepts like collaboration and community (researcher and translator), Carolyn Edwards (re- had a taken-for-granted quality because they were so searcher), John Nimmo (researcher), and Diana Pre- implicit to the cultural fabric of their pedagogical ap- school auxiliary staff. Most of the lengthy encounters proach. Our research project provided an occasion for during this week were held as round table discussions the educators to make their thinking and practice re- in the the Diana school atelier, with Loris Malaguzzi garding these ideas more explicit and visible – an op- taking a prominent role as provocateur while teaching portunity they embraced with considerable inten- teams shared and provided context for video episodes sity and complexity. We also realized that the Reggio from their classrooms. The dialogues were notable for 3 4 Loris Malaguzzi and the Teachers both the seriousness of preparation and critical en- http://digitalcommons.unl.edu/famconfacpub/83/, gagement and the collegial warmth expressed between and Edwards, Cline, Gandini, Giacomelli, Giovannini, Malaguzzi and the Reggio educators. We also came to & Galardini, 2014, available online at http://kellogg. realize that the educators viewed these encounters as nd.edu/events/calendar/spring2012/learning.shtml). powerful opportuntities for their own professional de- Given our deep commitment to progressive educa- velopment through the documentation process, rather tion and to promoting the rights and potential of all than passive participation in our research project. children worldwide, we wish to share the rich record Afterwards, one of us (Carolyn Edwards) safe- of our research experience in Reggio Emilia, so that guarded all of the records, and working with Lella current readers and those to come can gain a glimpse Gandini and other translators, arranged to translate all of the brilliant minds at work during this era (1990), of the group discussions into English. It is these Eng- and as it were, “listen in” on the fascinating discus- lish translations which constitute the chapters of the sions that were held on the topic of “cooperation.” compiled document, along with ancillary notes and The Diana school embodies a special place in Reg- the observation sheets of the teachers. When we con- gio Emilia history, including being the subject of the ducted this research, Loris Malaguzzi entrusted us 1991 Newsweek article naming the program one of with the videos, tape recordings, and observational the 10 best schools in the world. While the translation notes that the Diana teachers had prepared. We have process raises issues of interpretation, we have taken always honored his trust in our scientific rigor and in- great care as best we could in the translation from the tegrity. some excerpts of the material have been shared original Italian to protect the integrity and complexity in the three volumes of The Hundred Languages of Chil- of key ideas and of Loris Malaguzzi’s many eloquent dren: The Reggio Emilia Approach, in the chapters on metaphors and allegories , often drawn from Italian re- the role of the teacher and the importance of commu- ligious, political, and cultural stories.. This volume is nity (2nd. Edition). Otherwise this superb example of a compilation of the actual thoughts expressed—uned- the work of Loris Malaguzzi with teachers, pedagogiste, ited—so that readers can draw conclusions for them- atelieriste, and outside researchers has not been avail- selves about the flow of the discussions and the shared able to the scholarly community and the public inter- meaning created. ested in the history of the Reggio Emilia experience. We are grateful to the University of Nebraska– John Nimmo analyzed the Amherst, Massachusetts, Lincoln’s Zea E-Books, and to its director, Paul Roys- portion of the study for his 1992 doctoral dissertation, ter of the University of Nebraska Libraries, for publish- The Meaning of Classroom Community: Shared Images ing this scholarly record. Copies have been placed in of Early Childhood Teachers (available from ProQuest, the Documentation and Educational Research Center http://search.proquest.com/docview/303992892). in the International Centre Loris Malaguzzi in Reggio In addition, what the three of us heard, saw, and Emilia. We are pleased that these “traces” of research recorded in Pistoia, Italy, has informed many of our with Malaguzzi and the Diana school educators will be presentations and chapters about Pistoia early childhood available on demand, as educators seek out this kind of services (e.g., Cline, Edwards, Gandini, Giacomelli, archival material. For any errors in description, transla- Giovannini, & Galardini, 2012, available online at tion, or interpretation, we are entirely responsible. Carolyn Pope Edwards Lella Gandini John Nimmo 2015 4 Contents Preface Vea Vecchi, and Tiziana Filippini. Tiziana acted as translator, and these notes were Rationale for this book, by Carolyn Edwards, taken at the event by Carolyn and John. Lella Gandini, and John Nimmo, 2014. . . .3 C. Transcript of entire Cooperation video, translated into English by educators in Part I. Introduction Reggio Emilia and provided to Background to the 1990 “Cooperation study” Americans for reference . . . . . . 20 videoreflection meetings with Loris Malaguzzi and Diana Preschool educators. . . . . . .9 A. Correspondence (English version) by Part II. “Clay Animals” Edwards and Gandini proposing the A learning encounter led by teacher Laura study to Reggio educators. . . . . . 10 Rubizzi with 4-year-old children . . . . . 27 B. Preliminary Discussions: Notes (English) A. Transcript (English) of the group reflection of two group reflection meetings that meeting on 10/15/90 about the teaching/ took place in Reggio Emilia, preliminary learning episode. Participating were Loris to the October 1990 meeting . . . . 13 Malaguzzi (director), Tiziana Filippini (pedagogista, translating), teachers Laura stage 1. Notes (English) from meeting Rubizzi, Giulia Notari, Paola strozzi, 2/6/1990 conducted in Italian by Lella Marina Castagnetti, and Magda Bondavalli, Gandini, with sergio spaggiari (director), Vea Vecchi (atelierista), Carolyn Tiziana Filippini (pedagogista), Vea Edwards and John Nimmo, and two Vecchi (atelierista), about a video that visitors from Norway . . . . . . . 28 Carolyn Edwards and John Nimmo had created using Carolyn’s 1988 research B. Charts (Italian) prepared by Laura Rubizzi videotapes made to study “Role of the to summarize children’s interaction, Teacher.” which she presented during the meeting on 10/15/90 . . . . . . . . . . . 50 stage 2. Notes (English) from meeting 6/15/90 conducted in Italian by Lella Gandini with Loris Malaguzzi, Tiziana Filippini, Vea Vecchi, Magda Bondavalli, Part III. “Drawing a Castle with a Logo and Paola strozzi, about a set of four vid- Turtle” eos that teachers had made in preparation for the upcoming October meeting. A learning encounter led by teacher Marina Castagnetti with 5 year old children . . . . 57 stage 3. Notes (English) from meet- ing 10/15/90 at 10:15 a.m. This was a A. Transcript (English) of the episode, small preliminary discussion conducted involving two boys and a LOGO Turtle, at Diana school prior to the larger after- transcribed and translated by Flavia noon session. Present were Carolyn Ed- Pelligrini and Carolyn Edwards . . . 58 wards, John Nimmo, Loris Malaguzzi, 5 6 Loris Malaguzzi and the Teachers B. Transcript (English) of the large group reflection on 10/16/90 about the teaching/ Part VI. “Children Set the Table for Lunch” learning episode. (Translated by Flavia A learning encounter led by teacher Giulia Notari Pellegrini, silvia Betta Cole, and Carolyn with 4 year old children. It includes two parts, Edwards). Participating were Loris first where a small group of boys set the table, Malaguzzi, Lella Gandini (translating), and second where a small group of girls set Marina Castagnetti, Vea Vecchi, Carolyn the table . . . . . . . . . . . . . . . 109 Edwards, and John Nimmo . . . . . 65 A. Transcript of the large group reflection on C. Charts (Italian) prepared by Marina October 18, 1990 about the children and Castagnetti to summarize children’s daily routines. Participating were Loris interaction, which she presented during Malaguzzi, Tiziana Filippini (pedagogista), the meeting on 10/16/90 . . . . . . 82 Vea Vecchi (atelierista), co-teachers Paola strozzi and Giulia Notari, co-teachers Laura Rubizzi and Marina Castagnetti, Part IV. “Children Explore Wire” co-teachers Magda Bondavalli and A learning encounter led by teacher Paola Marina Mori, and Diana auxilliary staff, strozzi to introduce 3 year old children to along with Carolyn Edwards, Lella the material of wire . . . . . . . . . . 89 Gandini (acting as translator), and John Nimmo. The video was taken the previous A. Transcript (English) of the large group spring, when the 5-year-olds were led by reflection on 10/18/90 about the teaching/ Paola strozzi and Giulia Notari. learning episode. Participating were Loris (Translated by Flavia Pellegrini and Malaguzzi, Paola strozzi, Giulia Notari, Carolyn Edwards). . . . . . . . .110 Tiziana Filippini, Vea Vecchi, Laura Rubizzi, Marina Castagnetti, Magda The transcript includes an annotated Bondavalli, Marina Mori, Lella Gandini account of the portion, “Boys setting the (translator), Carolyn Edwards, John Table,” prepared by Carolyn Edwards, for Nimmo, and Diana Preschool auxiliary a chapter on the role of the teacher in The staff. Translated by Flavia Pellegrini Hundred Languages of Children: The Reggio and Carolyn Edwards . . . . . . . 90 Emilia Approach to Early Childhood Education, edited by Carolyn Edwards, Lella Gandini, B. Transcript (Italian) of children’s words during and George Forman, Ablex Publishers, the episode, prepared by Paola strozzi for 1993, and reprinted in the second Edition, the meeting on 10/18/90 . . . . . . 97 1998. Part V. “Children Find a Bug” Part VII. Reggio Educators Respond to A learning encounter led by teachers Magda Bon- Video from a Massachusetts Preschool davalli and Marina Mori with 3-year-old children. (It was not discussed at the October meeting, due Large group discussion, led by Loris Malaguzzi, to time.) . . . . . . . . . . . . . . .105 open to the whole system of Reggio early educators . . . . . . . . . . . . . .119 A. Annotated account of the encounter by Carolyn Edwards, prepared for The A. Description of the background and Hundred Languages of Children, Third context of the meeting on the evening of Edition: The Reggio Emilia Experience in 10/17/1990 . . . . . . . . . . . 120 Transformation, edited by Carolyn Edwards, B. English translation of the discussion, Lella Gandini, and George Forman, made by Lella Gandini in Florence on Praeger Publishers, 2012 . . . . . .106 October 27, 1990, from the audiotape 120 6 Contents 7 Part VIII. Initial Reflections on the EECE: A Monograph Series, No. 6 (pp. 81- Material 104). Urbana, Illinois: ERIC Clearing- house. . . . . . . . . . . . . .126 Two articles . . . . . . . . . . . . .125 B. Article (Italian version). Edwards, C.P., A. Article (English version). Edwards, C.P., Gandini, L., & Nimmo, J. (1992). Favorire Gandini, L., & Nimmo, J. (1994), “Pro- l’apprendimento cooperativo nella prima infanzia: moting Collaborative Learning in the Early Concettualizzazioni contrastanti da parte Childhood Classroom.” In L.G. Katz and degli insegnanti en due comunita. Rassegna di B. Cesarone (Eds.), Reflections on the Reg- Psicologia, 9(3), 65-90. . . . . . . .139 gio Emilia Approach. Perspectives from ERIC/ 7