Abstract:

While the Chinese “living education” theory has remained enduring vitality over a century of tempering and experimenting, as a vibrant early education approach, the Reggio Emilia Approach from Italy has been adopted in many countries and regions. This article documents a dialogue between its author and Claudia Judic, president of Reggio Children, on several core issues in preschool education, such as environment as a third teacher, social interactions, the teacher’s role, documentation, and artistic work. Full understanding and consensus were reached in the dialogue. President Giudici proposed the triple dimension of Reggio’s environment creation, the endogenous educational beliefs of teachers, the essence and function of documentation, and the art studio as a spatial metaphor. She also pointed out that “creativity” and “situationality” are the basic elements and key characteristics of the Reggio Emilia Approach.

Key words: children, Reggio Emilia Approach, the hundred languages