Monthly Archives: March 2016

Connecting History and Theory to Today

Connecting to History and Theory from Felicia’s Perspective

Loris Malaguzzi 1920-1994 Founder of Reggio Emilia Approachreggio emilia

  • Impact: Teacher is facilitator who guides children as they take charge of their learning within emergent curriculum. ( Fondazonie, 2016)
  • The Approach is based on strong child, teacher, family, and community relationship.   This includes long term, community-based, critical and creative thinking projects       evolving from those interactions. ( Vatalaro et al,2015)

Why was the contribution significant?

  • He opened up the first municipal preschools to take place in self-managed by the                  people ( Fondazonie, 2016).
  • He conceived the idea of the Eye if it leaps over the Wall and the theory of The                      Hundreds Languages of Children ( Fondazonie, 2016).
  • Reggio Emilia gives value to the potentials, resources, and many intelligences of all      children. ( Rankin, 2004)
  • The approach also heightens self- awareness, views on cultural differences. ( Vatalaro et al,2015).

How has it impacted my work?

  •  The importance of developing relationship with children to where you can solve            conflicts and establish community where you can socialize. Then you can analyze and interpret information to plan and make children successful.

Terri Swim, Ph.D.,Professor, Associate Dean and Chair  terri swim

  • The Reggio Emilia Approach focuses on developing the whole child first documenting  child and teacher’s learning (Merz & Swim, 2011).
  •  Dr. Terri Jo Swim has been an activist for Early Childhood through public speaking,      journal writing and being a professor and advisor to pre-service teachers.

Her Impact and Contributions

  •  Co-author of best-selling 2nd edition of Creative Resources for Infants and Toddlers,     Infants and Toddlers: Curriculum and Teaching 8th edition. (
    Instrumental in helping to create a Bachelor’s of Science program in Early Childhood  in Indiana University- Purdue University Fort Wayne. (
  • Her research interests include infant, toddler, preschool curriculum, teacher                  education, and the development of disposition for adults and children.  (

How her work has impacted me

  •  She has inspired me even though I didn’t agree with everything she said. Her interest  in fighting legislation for Early Education and encouragement led me to continue to pursue my Bachelor’s, Master’s, and now E.D.D. in Early Childhood Education. She pushed me to write and eventually made me present at my local Fort Wayne Association for the Education of Young Children (FWAEYC) conference two years in a row. I also became a part of their committee after that to plan future conferences.

My personal history-shaping pursuit of higher education (current and future goals related to the early childhood field.)
My goal is to create an atmosphere for my students where they learn by doing. I want to be able to distinguish what is appropriate for Early Childhood now while still meeting growing demands of the academic world. I will also create books to help teachers and students on concepts needed to succeed in education. I believe in moving forward to help the development of Early Childhood is also helping in the growth development of students as well. I too am developing into the agent of change I need to be in order to make a difference in my community.
Merz, A. & Swim, T. (2011). ‘You can’t mandate what matters’: Bumping visions against                     practices. Teacher Development, 15(3), 305-318.
Rankin, B. (2004). The importance of intentional socialization among children in small                     groups: A conversation with loris malaguzzi. Early Childhood Education Journal,                       32(2), 81-85.
Vatalaro, A., Szente, J. & Levin, J. (2015). Transformative learning of pre-service teachers                  during study  abroad in reggio emilia, Italy: A case study. Journal of the Scholarship                 of Teaching and Learning,15(2), 42-55. DOI: 10.14434/josotl.v15i2.12911

Websites: (Dr. Swim’s information)
Reggio Children Identity from the Fondazione Loris Malaguzzi International Centre, Reggio Emilia, Italy website: (Loris Malaguzzi’s Information)

What Does it mean to be an Early Childhood Professional?

What is Early Childhood? As a professional this would have been a laughable matter in an elevator five years ago. Now a majority of school districts have understood the importance of early education in preparing students for formal education. As an Early Childhood educator, one has the awesome responsibility to work with parents and coach them in best practices in working with children. Adult learners want to be validated for what they already know, recognized for their strengths and experience (Jablon, et al, 2016). Parents know their child best and working with them to can help get their child where they need to be. Parents are a huge asset to education.
Early educators also introduce the skills and job descriptions of what a child may want to become when they grow up. Children learn cooperative skills for life. With good positive adult and child relationships, children can go through schooling and life successfully. Building relationships creates a more learner friendly environment. Understanding a child and how they operate, allows the teacher to plan curriculum and create a successful approach to reach the student ( Sears,2015).
Reality is that society changes and as it changes Early Childhood educators need to be able to change with it. Questions are being asked such as, “What do we need to do to get these children ready for kindergarten?” Children who are unprepared tend to remain behind while those who have advantages gain even more advantages over time (Washington, et al, 2015). The gap tends to increase during those elementary years. Early Childhood educators are that glue between the first few years of life and formal education. They connect families and school.

Jablon,J. Dombro, A, & Johnsen, S.(2016). Coaching with powerful interactions: A guide to
partnering with early childhood teachers. NAEYC. Washington, D.C.
ISBN: 978-1-938113-19-2
Sears, N. (2015). Building relationships with students. National Education Association.
Washington,D.C. Retrieved from
Washington, V., Gadson, B. & Amel, K.L. (2015). The new early childhood professional: A step-
by-step guide to overcoming goliath. Teachers College Press. New York.
ISBN: 978-0-8077-5663-8