The four-volume bundle of 2019 includes an important article by Paola Cagliari, Ivanna Soncini, and Moira Nicolosi in which foundations of Reggio Emilia’s views are brought to light through a discussion of the relationship of rights, differences, participation, and democracy. By deeply considering children with special rights, the authors reveal attitudes and actions that have made Reggio Emilia world-renowned. Also, part is an overview of projects and initiatives by the nonprofit Reggio Children Foundation. Any bundle that includes an article penned by Vea Vecchi is a jewel, and you’ll find a beautiful reflection from her on the democracy of knowledge, as well as a captivating article from South African authors Heather Barclay and Judith Browne. Together, these volumes illuminate how children, educators, and communities can engage in shared research and meaningful dialogue to reimagine education as a deeply human, ethical, and creative endeavor. This bundle is a brilliant addition to any professional library.
Volume 1 lays the groundwork by emphasizing the democratic potential of early childhood education. Drawing on the voices of scholars and educators like Jerome Bruner and Peter Moss, it argues for education systems that honor children's voices, rights, and capacities. Highlighted are Reggio’s practices that promote intersubjectivity, inclusive dialogue, and the thoughtful construction of knowledge within rich learning contexts. Articles explore how difference—particularly disability—can be generative for pedagogical innovation, and how schools can serve as laboratories for expanded democracy and human development.
Volume 2 continues this conversation by focusing on participation—a cornerstone of Reggio philosophy—as both a value and a daily practice. It demonstrates how participation shapes relationships among children, families, educators, and communities. Contributions from educators in North America and Italy highlight collaborative research in natural environments, intergenerational engagement, and reflections from long-running Reggio exhibitions. This volume also honors the role of educators as co-constructors of knowledge, and foregrounds solidarity, belonging, and dialogue as central to educational practice.
Volume 3 explores the relationship between educational research and professional development. It showcases how research is not an external or detached process but a deeply embedded practice of learning alongside children and colleagues. Through studies from Reggio Emilia and a North American Title One school, the volume presents documentation, reflective exchange, and collaborative inquiry as the lifeblood of meaningful teacher development. The issue underscores that professional learning should be continuous, relational, and grounded in real classroom experience.
Volume 4, closing both the year and the decade, centers on reflection and transformation. With stories from Johannesburg to Reggio Emilia to North America, it captures how communities reflect on past experiences to imagine new futures. Educators describe reclaiming public space, embracing uncertainty, and finding inspiration in children’s perspectives. Reflections on the life and work of Susan Fraser, along with a review of Bordercrossings, celebrate the power of lived experience, ecological sensitivity, and digital experimentation in education.
Together, these volumes form a powerful narrative of early childhood education as a site of creativity, justice, and ongoing reinvention—where children and adults engage together in imagining more inclusive and vibrant communities of learning.
