This bundle of 2017’s four issues marks the 25th anniversary of Innovations. Included are classic articles including one by Carla Rinaldi on the relationship between documentation and assessment. Rinaldi’s article is extended by Francesca Manfredi, atelierista at the primary school in the Malaguzzi Center. She discusses documentation as a process of building knowledge in learning and democratic community. Other articles in the bundle focus on teaching as research from multiple authors and includes a final classic article from Claudia Giudici reflecting on education as a strategic competency of Reggio Emilia. This is a bundle rich with both classic and modern articles. A great resource for schools to use as discussion starters.
Volume 1 centers on educational documentation as a core pedagogical practice, examining its role in making learning visible and assessable. Key voices include Carla Rinaldi and Francesca Manfredi, who emphasize documentation as both an evaluative and democratic act. Contributions from U.S. educators explore digital tools like VoiceThreads to enrich collaborative learning, while other articles celebrate the role of food, culture, and community in education, reinforcing the holistic nature of the Reggio Emilia Approach.
Volume 2 turns to the principle of educational research, describing it not as a separate academic activity but as an embedded, everyday practice of inquiry and reflection. Classic and new contributions highlight research as a collective process involving children, teachers, and families. Articles range from theoretical reflections on learning as research to practical examples of interdisciplinary collaboration, including a design project that fuses early education with interior architecture.
Volume 3, the first peer-reviewed issue of Innovations, deepens the exploration of documentation as a tool for building collective knowledge in democratic communities. Featuring both classic writings and new peer-reviewed studies, this volume examines how observation, interpretation, and reflection foster shared meaning-making. Articles highlight themes such as cultural identity, aesthetic inquiry, and civic engagement, showing how documentation can be used to support equity, creativity, and active citizenship in educational settings.
Volume 4 focuses on the principle of participation, illuminating the essential role of children, families, and educators as co-constructors of a shared educational experience. Claudia Giudici and Elena Maccaferri present participation as a strategic and ethical responsibility of the school within its community. North American perspectives—such as a photographic exploration of relationships within a preschool—demonstrate how participation is expressed in diverse cultural contexts and through multiple expressive languages.
Taken together, these four volumes form a cohesive and compelling collection that not only celebrates the legacy of Innovations but also offers inspiration and guidance for educators committed to democratic, research-rich, and participatory early childhood practices.
