Loris Malaguzzi and the Teachers: Dialogues on Collaboration and Conflict among Children, Reggio Emilia 1990

168 Pages·2015·6.71 MB·English

by  Carolyn Edwards

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