Berdoussis, N.L., Wong, A. and Wien, C. 2005. Learner as protagonist in a standardized curriculum: A grade three unit on the city. Canadian Children, 30 (2). Billheimer, W. and Lewis, G. 2004. Transforming environments through self-reflection. Child Care Information Exchange, 157. Bredekamp, S. 2004. The world comes to Reggio Emilia.

By: Diane Kashin, Ed.D, RECE. To begin with I would like to wish all the followers and readers of this blog a very HAPPY NEW YEAR! A new year is the time for reflection and resolutions. For me, 2017 will be the year that I continue my quest to make meaning from the theory and practice...

Refections on Gunilla Dahlberg's presentation at the Sightlines Initiative conference London, 14th May 2016 I have just attended the Sightlines Initiative/Institute of Education conference about Loris Malaguzzi where Gunilla Dahlberg spoke about the courage to think differently. The conference began with a rather subdued question and comments session where University lecturers shared their concerns about students...

I have in a much loved notebook that I took on my first ever visit to Reggio Emilia, now nearly 17 years ago, a quote by Malaguzzi scribed on a singular page saying that, "We can only change what w...

Is there a shift in the wind? Are teachers and parents finally fed up? Could the interest in my book on Choice Time indicate a return to joyful, age-appropriate, explorative learning? There appears to be a genuine interest in moving towards inquiry-based, rather than test-driven, instruction.

Finland's education system is considered one of the best in the world. In international ratings, it's always in the top ten. However, the authorities there aren't ready to rest on their laurels, and they've decided to carry through a real revolution in their school system. Finnish officials want to remove school subjects from the curriculum.

Welcome to part one of my six part series exploring the new Kindergarten Program 2016! This part will be focusing on an overview of the program document as well as a short exploration of what play based inquiry learning means. Part 1 of this six part series might be review for some and it might be new learning for others.

Its been interesting to have been away from the preschool for a couple of weeks and to return to it again with eyes that have been exposed to settings in Canada. I can very much see our "Swedishness" in the rooms. Which is a good thing. We should reflect our own context.

It has a been a very long and very busy week of classroom preparations, but it has been so worth it. On Monday we gained access to the building to start creating our physical environment and meet our teams! When we arrived the room was a beautiful blank slate.

I was surprised by the number of slides tweeted from a recent literacy conference that lacked a sense of visual literacy. Even the most seasoned presenters sometimes seem unaware of the negative impact their slides have on the delivery of their messages and ideas. Visual literacy has been described as 'the ability to interpret, negotiate, and...

I certainly don't mean to. I visit different centres, and sometimes this means entering the spaces of infants and young toddlers. When I walk into a nursery, I sense a shift in the atmosphere. There is a stranger in the room. A 5 ft 11" giant.