ABSTRACT
Play as an ethical pedagogy creates spaces in early childcare settings for child-adult co-authoring of ethical selves and identities. The practice of an ethical pedagogy requires a ‘pedagogy of listening and radical dialogue’ (Dahlberg and Moss, 2005, p. 98) that is fundamental to the approaches in the preprimary schools and infant-toddler centres within the Italian city of Reggio Emilia (Edwards et al., 1994; Rinaldi, 2005). The Reggio philosophy is discussed in detail by Dahlberg and Moss (2005) in a companion volume in this series.
