This document outlines the syllabus for an Exploring the Reggio Approach to Early Education course. The purpose of the course is to explore the history and theoretical foundations of the Reggio Emilia approach to early education. Students will develop reflective practices, documentation skills, questioning techniques, and project design skills inspired by Reggio principles. Course objectives include understanding the history and theories behind Reggio, engaging in documentation, observing children, recognizing challenges to adopting Reggio practices, and developing collaborative and reflective skills. The course involves reflective journals, school visits, videos, readings, discussions, and activities. Assignments include journaling, implementing Reggio activities in classrooms, a paper on theoretical underpinnings, and a group project redesign

1. Department of Curriculum and Teaching
Teachers College, Columbia University
Summer 2015
C & T 4199
Exploring the Reggio Approach to Early Education
Professor: Julianne Wurm, EdD TA: Samantha Fair, MA
Email: julianne@juliannewurm.com sfairconsults@gmail.com
Phone: 415 608 9249 Office: 225 C Thompson Hall
Office Hours: M/W 5:00-6:00 and by apt
Course Purpose
The purpose of this course is to explore the Reggio approach including its
history and theoretical roots. Through the examination of Reggio-inspired
practices, we will work to develop individual reflective practices as well as
documentation, questioning, and project practices, among others.
Students will set individual goals in collaboration with the instructor to
guide reflection and serve as a frame for some of the course activities.
Course Objectives
By the end of this course, it is intended that students will make progress
towards these objectives:
1.Understand the history of the Reggio-approach.
2.Exposure and familiarity with theories of education contributing to
Reggio-inspired practice.
3.Budding ability to engage in documentation of student work as well as
own process.

2. 4.Cultivate the ability to observe students in learning settings.
5.Understand the underpinnings of Reggio-inspired practice.
6.Recognize the challenges to adopting Reggio-inspired practice in
different cultures.
7.Develop collaborative and reflective practices.
8. Get hands-on experience with practical elements of Reggio-inspired
practice such as progettazione, provocazione, participation, environment
and additional elements as determined in class.
Course Format
This course is designed for students to learn, critique and reflect upon
Reggio-inspired practices through weekly reflective journals, school visits,
video, reading, discussion and activities geared towards a deep
understanding both practically and theoretically of what goes into
constructivist education and how this is erected in Reggio-inspired
classrooms. Students will work individually and in groups to deepen their
knowledge and experience.
Course Requirements
Students are required to attend and participate in all course sessions and
complete required readings and assignments prior to each session. The
readings and assignments are critical to fully understanding classroom
activities. Students who cannot attend a class session must contact the instructor
prior to class. The instructor presumes that all students will display respect
for peers, openness to new ideas and challenges as well as integrity in
completion of all assignments.
If you are planning to miss more than one class, please talk to me about the
advisability of taking the course this semester.
No credit may be given to a student missing two classes or more.

3. Assignments will be handed in on time. Grades will be reduced for late
assignments unless approval for late submission is granted by the
instructor before the class in which the assignment is due. If a student has
permission to miss a course session in which an assignment is due, it is the
student’s responsibility to ensure the instructor has received the assignment on
time.
We expect all students to display respect for student colleagues, children/
students in classrooms, and instructors, openness to new ideas and
challenges, and integrity in completion of all assignments. You are expected
to maintain high professional standards, including honesty, punctuality,
attendance, and attention to class activities.
Cell phones and electronic devices: Laptops are not encouraged. Handwritten
notes or visuals will suffice. Please remember to turn off your cell phones,
laptops, and other electronic devices before class begins. There will be an
opportunity to use technology in certain aspects of class- students will be
notified in advance of those sessions so they can plan to bring laptops.
Integrity beyond question is expected of every student in research and
written work. Every source used to inform written work, whether
expressed in quotation marks or simply integrated into the substance of the
paper, accessed in print or Internet publication, must be appropriately
cited. Documented plagiarism will be reported to the appropriate College
official. All work submitted in this course must be the student’s own and
original, which means that it has not been submitted for any other course
or publication. Please see the Teachers College policy on student integrity
and general misconduct for further information.
Assignments
All written assignments must be spell checked and edited for clarity and
accuracy.

4. Class Participation : We will have a set of 2.50 hour meetings (with a short
break—10 minutes for coffee and 10 minutes for discussion). Workload is
expected to be at a ratio of 2 hours out of class for each hour in class, ( 5
hours a week outside each class) and we will discuss readings, reflections,
and work in groups in class together. There is the expectation students will
do the necessary and requested work outside of class to get the most from
the experience.
1: Reflective Journal
Students will write a weekly reflection (1-2 pages per week, double-
spaced)
· reflecting on the readings
· reflecting on class discussions
· reflecting upon all things Reggio
· reflecting on school visits, videos, books etc.
These can be either hand written or digitally rendered; keeping in mind
that the word count should be the same regardless of method chosen.
Journals will be turned in 2-3 times in the semester.
2: In-school Reggio activations
Each week, in class there will be an activity, discussion, video, or concept
shared that students will then be asked to understand and attempt in their
own classroom. The write up will include: a summery of what you tried,
the result and a reflection on your attempt. We ask that you provide digital
photos of each Reggio activation. This will be required 4 times (our of 5)
and write-ups should be approximately 2 pages each; double-spaced
typewritten.
3. Theoretical Underpinnings
We will examine the theories that gave rise to Reggio-inspired schools. In a
short paper, (4-5 pages) students will share examples of real school
activities and constructs that can be tied to theories. Each paper will have

5. at least 3 practices described in detail and how these benefit students and
where they came from through the history of education and the theories
that shape constructivist education.
4. School Re-Design (Group Project)
As a group (of 3-4) you will choose a school to begin on the path towards
Reggio-inspired practice. This will give you an opportunity to choose the
aspects of Reggio-inspired practice that you best understand and negotiate
with fellow students to come up with a school design plan and roll out
calendar for the first year. This will require a description of the school that
has hired you and their goals as well as your plan- its implementation and
reasons why you have chosen this roll out. Will be discussed in further
detail in class. (12 pages per group minimum)
Grading
Final grades will be based on the following:
Please note the following Teachers College-wide policies:
Accommodations for Individuals with Disabilities
Class Participation 10%
Reflective Journal 20%
In-school Reggio activations 20%
Theoretical Assessment 25%
School Re-design 25%
Total grade 100%

6. The College will make reasonable accommodations for persons with
documented disabilities. Students are encouraged to contact the Office of
Access and Services for Individuals with Disabilities for information about
registration (166 Thorndike Hall). Services are available only to students
who are registered and submit appropriate documentation. As your
instructor, I am happy to discuss specific needs with you as well.
Incomplete (IN)
The grade of Incomplete is to be assigned only when the course attendance
requirement has been met but, for reasons satisfactory to the instructor, the
granting of a final grade has been postponed because certain course
assignments are outstanding. If the outstanding assignments are completed
within one calendar year from the date of the close of term in which the
grade of Incomplete was received and a final grade submitted, the final
grade will be recorded on the permanent transcript, replacing the grade of
Incomplete, with a transcript notation indicating the date that the grade of
Incomplete was replaced by a final grade. If the outstanding work is not
completed within one calendar year from the date of the close of term in
which the grade of Incomplete was received, the grade will remain as a
permanent Incomplete on the transcript. In such instances, if the course is a
required course or part of an approved program of study, students will be
required to re-enroll in the course including repayment of all tuition and
fee charges for the new registration and satisfactorily complete all course
requirements. If the required course is not offered in subsequent terms, the
student should speak with the faculty advisor or Program Coordinator
about their options for fulfilling the degree requirement. Doctoral students
with six or more credits with grades of Incomplete included on their
program of study will not be allowed to sit for the certification exam.
Course Readings
Chapters/Articles: As assigned in class. Readings subject to change as
course evolves.

7. Required
Bennett, Tess ( ? ). Reactions to Visiting the Infant-Toddler and Preschool
Centers in Reggio Emilia, Italy. Early Childhood Research & Practice, v3 n1
Bullard, J. & Bullock, R. ( ? ). Modeling Collaboration, In-Depth Projects
and Cognitive Discourse: A Reggio Emilia and Project Approach Course.
Early Childhood Research & Practice, v4 n2
ON RESERVE IN THE LIBRARY
Crain, W. (1980). Theories of development. Englewood Cliffs, NJ: Prentice
Hall.
Gandini, L., Cadwell, L. B., Hill, L., & Schwall, C. (2005). In the spirit of the
studio: Learning from the atelier of Reggio Emilia. New York, NY:
Teachers College Press.
Glassman, M. & Whaley, K. ( ? ). The Use of Long-Term Projects in Early
Childhood Classrooms in Light of Dewey’s Educational Philosophy.
Early Childhood Research & Practice, v2 n1
Goldhaber, J., & Smith, V. R. (2002). Application of the Reggio Emilia
approach to early childhood science curriculum. Early Childhood
Education Journal, 30(3), 163169. DOI: 10.1023/A:1022013905793
Helm, J. H., & Beneke, S. (2003). The power of projects: Meeting contemporary
challenges in early childhood classrooms. New York, NY: Teachers
College Press.
Herzog, N. B. ( ). Reflections and Impressions from Reggio Emilia: “It’s
Not About Art!”
Katz, L. G., & Cesarone, B. (Eds.). (1994). Reflections on the Reggio Emilia
approach. Champaign, IL: ERIC Clearinghouse on Elementary and
Early Childhood Education.

8. Katz, L. G., & Chard, S. C. (1996). The contribution of documentation to the
quality of early childhood education. ERIC Digest. Champaign, IL:
ERIC Clearinghouse on Elementary and Early Childhood Education.
Pope Edwards, C. ( ? ). Three Approaches from Europe: Waldorf,
Montessori and Reggio Emilia. Early Childhood Research & Practice, v4
n1
ON RESERVE IN THE LIBRARY
Weber, E. (1984). Ideas influencing early childhood education. New York,
NY: Teachers College Press.
Wurm, J. (2005). Working in the Reggio way: A beginner's guide for American
teachers. St. Paul, MN: Redleaf.
RECOMMENDED:
Almy, M., & Genishi, C. (1979). Ways of studying children (rev. ed.). New
York: Teachers College Press.
Bransford, J., Derry, S., Berliner, D., Hammerness, K, & Beckett, K. L. (2005).
Theories of learning and their roles in teaching. In L. Darling-
Hammond & J. Bransford (Eds.), Preparing teachers for a changing
world: What teachers should learn and be able to do (pp. 40-87). San
Francisco: Jossey-Bass.
Cadwell, L. B. (1997). Bringing Reggio Emilia home. New York, NY: Teachers
College Press.
Cadwell, L. B. (2003). Bringing learning to life. New York, NY: Teachers
College Press.

9. Donovan, M., & Sutter, C. (2004). Encouraging doubt and dialogue:
Documentation as a tool for critique. Language Arts, 81(5), 377-384.
Edwards, L. G. (2000). Bambini: The Italian approach to infant/toddler care.
New York, NY: Teachers College Press.
Lewis-Benham, A. (2006). Possible schools: The Reggio approach to urban
education. New York, NY: Teachers College Press.
Project Zero and Reggio Children. (2001). Making learning visible: Children as
individual and group learners. Reggio Emilia, Italy: Reggio Children.
Rinaldi, C. (1998). Projected curriculum constructed through
documentation—Progettazione. In C. Edwards, L. Gandini, & G.
Forman (Eds.), The hundred languages of children: The Reggio Emilia
approach—Advanced reflections (2nd ed., pp. 113-125). Norwood, NJ:
Ablex.

10. COURSE SCHEDULE
Session/Date Topic/Readings Assignment Due
Session 1
May 27, 2015
Introduction to Reggio
Inspired Practice
American Perspectives
Reflective journal
Reggio Way Chp 1&2
Crain Chp 10
Weber Chp 2
Session 2 M
June 1, 2015
Snacks: Emily
Environment Reflective Journal
Reggio Way Chp 3
Crain Chp 6
Bullard article
Session 3 W
June 3, 2015
Snacks: Moi
Time and Space Reflective Journal
Reggio Way Chp 4
Weber Chp 3
Weber Chp 6
Session 4 M
June 8, 2015
Snacks: Jasmine
Projects Reflective Journal
Crain Chp 4
Helm article
Goldhaber article
Session 5 W
June 10, 2015
Snacks: Tiara
Projects Collect
Reflective Journal
Reggio Way Chp 5
Glassman article
Session 6 M
June 15, 2015
Snacks: Candice
Documentation Reflective Journal
Weber Chp 8
Weber Chp 9
Crain Chp 1
Session 7 W
June 17, 2015
Snacks: Carissa
Documentation Reflective Journal
Gandini article
Pop/Edwards article
Crain 12

11. Session 8 M
June 22, 2015
Snacks: Rebecca
Theories Reflective Journal
Theoretical Underpinnings
Bennett article
Reggio Way Chp 6
Crain 8
Session 9 W
June 24, 2015
Snacks: Krissy
Participation Reflective Journal
Herzog article
Crain 17
Weber Chp 12
Session 10 M
June 29, 2015
Snacks: Cochava
Reggio in America Reflective Journal
Collect Reggio Activations
Katz article 1994
Katz article 1996
Session 11 W
July 1, 2015
Snacks: Samantha
Collect Reflective Journal
Collect School Re-Design
Readings will be decided
week by week and may be
adjusted as we go. That
means adding or modifying
the list.
Session/Date Topic/Readings Assignment Due

12. !12