ABSTRACT
This chapter explores the early childhood education system for children from zero to six years old in the prosperous Emilia Romagna region in northern Italy. It explores the pedagogical and philosophical thinking behind the region’s particular approach to children’s early years educational experience. Key aspects in the philosophical underpinning are the image of the child that is held by educators in the early childhood settings, the importance of respectful listening and the importance of relationships among a variety of stakeholders. The chapter draws together these aspects to reveal the child-centred nature of the Reggio Emilia approach to young children’s development and learning.
