Loris Malaguzzi and the Schools of Reggio Emilia: A selection of his writings and speeches, 1945-1993

Loris Malaguzzi (1920 -1994) has become internationally known in early childhood education, closely identified with the pedagogical ideas and practices with which the world famous pre-schools of Reggio Emilia is associated. This unique book provides a rare insight into an exceptional figure by giving an English-reading audience a deeper understanding of the pedagogical thinking of one of the great educators of the last century.

Readers will discover through Malaguzzi's own words, how his thinking developed, how he moved between theory and practice, how he border-crossed many disciplines and subjects, the thinking behind is 'hundred language of children', pedagogical documentation, and how he combined many roles ranging from politician and administrator to researcher and pedagogue.

Author: Paola Cagliari
Publisher: Routledge
Published: 03/02/2016
Pages: 450
Binding Type: Paperback
Weight: 1.45lbs
Size: 9.00h x 6.10w x 1.20d
ISBN: 9781138019829

About the Author

Paola Cagliari, pedagogista, is Director of the Scuole e Nidi d'Infanzia - Istituzione del Comune di Reggio Emilia [Preschools and Infant-Toddler Centres - Istituzione of the municipality of Reggio Emilia], Italy.

Marina Castagnetti, preschool teacher, is archive curator at the Documentation and Educational Research Centre of the Scuole e Nidi d'Infanzia - Istituzione del Comune di Reggio Emilia, Italy.

Claudia Giudici, psychologist, is President of the Scuole e Nidi d'Infanzia - Istituzione del Comune di Reggio Emilia, and a member of the Board of Directors of Reggio Children, Reggio Emilia, Italy.

Carlina Rinaldi, pedagogista, is President of Reggio Children and of the Reggio Children-Loris Malaguzzi Centre Foundation, Reggio Emilia, Italy.

Vea Vecchi, atelierista, is responsible for the area of Exhibitions, Publishing and Ateliers in Reggio Children, Reggio Emilia, Italy.

Peter Moss is Emeritus Professor of Early Childhood Provision at the Thomas Coram Research Unit, UCL Institute of Education, University College London