Date of Award

Spring 2026

Thesis Type

Open Access

Degree Name

Master of Liberal Studies

Advisor(s)

Dr. Alice Davidson

Abstract

Over the past decades, the Reggio Emilia Approach has gained popularity as an early childhood pedagogy due to both its child-led approach and its inherent inclusive nature. An innovative alternative to traditional early childhood education practices, the Reggio Emilia Approach focuses on fostering a deep relationship between the child and teacher wherein the child takes the lead on choosing classroom projects, themes, and topics for exploration. Emphasis is placed on the child’s self-expression, ideas, and emotions, culminating in a child-driven classroom agenda with a strong focus on the arts. According to the North American Reggio Emilia Alliance (NAREA) data, there are only approximately 2,800 Reggio Emilia-inspired pre-kindergarten schools in the United States to date. Moreover, presently, there is no formal Reggio certification for teachers offered nor any type of school accreditation to be received. The first purpose of this paper is to explore how the Reggio Emilia Approach is implemented by Reggio teachers in a Reggio Emilia-inspired classroom setting in the U.S. The second purpose is to uncover the challenges encountered by Reggio teachers when implementing this philosophy. For this project, six Reggio teachers (two teachers from three different classes) from Rollins College’s Hume House Child Development & Student Research Center (a Reggio-inspired preschool) participated in a four-month long data collection process. By identifying both the specificities with which these teachers consistently apply the Reggio Approach along with the challenges encountered along their journey, this study aims to shed light on opportunities to provide dedicated Reggio teachers with stronger resources and developmental strategies, ultimately encouraging a more widespread use of this philosophy.

Rights Holder

Karoline S Kniel

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