ABSTRACT
In the preschools and infant-toddler centres in Reggio Emilia there is no predetermined curriculum setting out in detail what children of a particular age need to learn. Instead, the educational experience is generated on an ongoing basis from the questions, ideas and theories put forward by the children, supported by the skills, expertise and experience of the educators working alongside them (Malaguzzi 1998: 88). This respect for the ideas and theories which children put forward comes from an image of children as competent, confident individuals with the right to be active participants in structuring their own learning.
