Bambini: The Italian Approach to Infant/Toddler Care

Edited by Lella Gandini, Carolyn Pope Edwards

Description

The Reggio Emilia approach to infant/toddler care continues to be a model respected and studied by researchers around the world.

This volume features the work of prominent scholars, policymakers, researchers, administrators, and practicing teachers who have created and directed the infant-toddler care systems in four Italian cities.

Ron Lally, director of WestEd’s Child and Family Studies Program, contributes the opening chapter, describing how the United States can learn from the Italian experience.

The collection is organized to investigate the politics and contexts of caregiving; to explore the particular child care programs in Reggio Emilia, Milan, Parma, and Pistoia; to describe in detail notable practices; and to present the reflections of participant-observers and research collaborators. Jerome Bruner calls this “a splendid book!” and “compulsory reading.”

Resource Details

Product Information

ISBN: 978-0-8077-4008-8
Copyright: 2001
Format: Trade Paper
Pages: 264
Publisher: Teachers College Press

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Praise for this Resource

  • “Bravo for a splendid book! Leading figures in Italy’s famous preschool movement (plus a few well-informed foreigners) provide vivid descriptions not only of pedagogical practices, but also of the evolving politics of decentralization that has kept Italy’s preschools under local community control with no sacrifice of standards. Compulsory reading!” 

    Jerome Bruner, New York University
  • “This book is simply wonderful–every page! Throughout the sixteen chapters–written mostly by the Italians themselves–practices, policies, reflections, and research on how best to serve infants and toddlers and their families are shared.” 

    Lilian G. Katz, University of Illinois, Urbana-Champaign
  • “Though the Italian experience cannot simply be transplanted to the United States, by staying in the conversation, we will deepen and sharpen our understanding of what we want for our infant-toddler parent-teacher programs and may even discover some strategies for getting them there.” 

    E. Z. Tronick, Harvard School of Education and Harvard Medical School