Introduction
The Reggio Emilia approach to early childhood education, originating in the post-World War II era in the northern Italian city of Reggio Emilia, represents one of the most innovative and influential educational philosophies of the modern era. Unlike traditional educational systems, the Reggio approach emerged not from a single visionary but from a remarkable community endeavor—a collaboration among educators, parents, and civic leaders determined to create a new educational experience that would honor children’s potential, rights, and capacity for constructing their own knowledge.
Often described as a “pedagogy of relationships,” the Reggio Emilia approach views children as capable, curious beings with rich potential who learn through interactions with others in environments that support exploration, creativity, and multiple forms of expression. This educational philosophy emphasizes documentation, project-based learning, the environment as the “third teacher,” and the hundred languages of children—the diverse ways children communicate and express themselves beyond traditional verbal language.
From its humble beginnings in municipal preschools of a single Italian city, Reggio Emilia has grown into a global educational movement influencing early childhood practices across continents. This extraordinary expansion and evolution resulted from the contributions of numerous individuals—pedagogistas, atelieristas, teachers, researchers, advocates, and translators—whose collective efforts have shaped, interpreted, and adapted the approach for diverse cultural contexts while maintaining its core principles.
This article profiles 100 individuals whose work has significantly influenced the development, spread, and evolution of Reggio Emilia education. Their contributions span decades of educational innovation—from establishing the foundational principles and practices to introducing the approach to new countries, from documenting its effectiveness to creating resources that make the philosophy accessible to educators worldwide.
In honoring these influential figures, we recognize that the true strength of Reggio Emilia education lies in its collaborative spirit—the same spirit that gave birth to the approach itself. No single person “owns” the Reggio philosophy; rather, it continues to evolve through the dedicated work of a global community of educators committed to respecting the rights and potential of all children.
The Founders: Establishing the Reggio Emilia Approach
1.Loris Malaguzzi (1920-1994)
The founding father and primary theoretical architect of the Reggio Emilia approach. A teacher, psychologist, and educational philosopher, Malaguzzi collaborated with the parents of Villa Cella to establish the first municipal preschool in 1945. Over nearly five decades, he developed the philosophical foundation of the Reggio approach, including the concept of the “hundred languages of children,” the image of the child as a capable protagonist, and the pedagogy of listening. His leadership of the municipal preschool system until 1985 and continued advocacy until his death shaped every aspect of what became known globally as the Reggio Emilia approach.
2.The Women of Villa Cella
Though not a single individual, the mothers and women of Villa Cella deserve recognition as co-founders of the educational approach. In the aftermath of World War II, these women initiated the construction of a school for young children by selling abandoned military equipment and property. Their determination to build a better future for their children through education provided the foundation upon which Malaguzzi would develop his educational philosophy.
3.Bruno Ciari (1923-1970)
Educational reformer, colleague, and friend of Malaguzzi who contributed significantly to the early development of Reggio Emilia’s philosophical framework. His advocacy for democratic education and emphasis on scientific inquiry influenced the intellectual foundations of the approach.
4.Gianni Rodari (1920-1980)
Italian writer and educator whose work “The Grammar of Fantasy” profoundly influenced the Reggio approach to storytelling, imagination, and creative language development. His visits to Reggio Emilia and collaboration with Malaguzzi in the 1970s contributed to the development of the atelier concept and creative expression within the schools.
5.Lella Gandini
Italian-American educator who became the first and primary “translator” of the Reggio approach for North American audiences. As the Liaison for the Dissemination of the Reggio Emilia Approach in the United States, her translations, writings, and presentations have been instrumental in introducing Reggio principles to English-speaking educators.
6.Sergio Spaggiari
Director of the municipal early childhood system in Reggio Emilia from 1985 to 2010, succeeding Malaguzzi. Under his leadership, the Reggio Emilia approach gained international recognition while maintaining its innovative edge and commitment to quality.
7.Carlina Rinaldi
President of Reggio Children, professor at the University of Modena and Reggio Emilia, and long-time collaborator with Malaguzzi who has articulated and extended many key concepts of the Reggio approach. Her work on documentation, listening, and the image of the child has deepened understanding of these fundamental principles.
8.Vea Vecchi
The first atelierista appointed by Malaguzzi in Diana School and later consultant to Reggio Children. Her development of the atelier (art studio) concept and exploration of visual languages has been central to Reggio’s emphasis on multiple forms of expression.
9.Tiziana Filippini
Pedagogista who worked closely with Malaguzzi and has been instrumental in developing the role of the pedagogista (educational coordinator) within the Reggio system. Her work on documentation and organizational aspects has shaped how Reggio schools function.
10.Elena Giacopini
Long-time pedagogista in Reggio Emilia schools who has contributed to the development of infant-toddler education and the continuity of experience between infant-toddler centers and preschools in the municipal system.
Early International Ambassadors: Spreading Reggio Emilia Globally
11.Amelia Gambetti
Former teacher in Reggio Emilia schools who became a key international representative for Reggio Children, facilitating study tours and serving as a liaison between Reggio Emilia and North American educators.
12.Lillian Katz (1932-2022)
American early childhood education expert who, after visiting Reggio Emilia in the 1990s, became an influential advocate for the approach in the United States. Her endorsement lent academic credibility to the Reggio approach in North America.
13.Howard Gardner (1943-)
Developer of the Multiple Intelligences theory whose recognition of the Reggio approach as exemplary helped introduce it to mainstream educational discourse. His acknowledgment of Reggio Emilia as an educational approach that honors the diverse ways children learn aligned with his own theories.
14.Jerome Bruner (1915-2016)
Cognitive psychologist whose visits to Reggio Emilia in the 1990s and subsequent writings helped legitimize the approach within academic and psychological circles, particularly highlighting the social constructivist aspects of the philosophy.
15.Carolyn Edwards
American professor and co-editor of “The Hundred Languages of Children,” the seminal English-language text on the Reggio approach. Her academic work has been crucial in documenting Reggio principles for international audiences.
16.George Forman
Professor and co-editor with Edwards of “The Hundred Languages of Children” who helped articulate the cognitive aspects of the Reggio approach, particularly regarding how children develop theories and understanding through project work.
17.Louise Boyd Cadwell
American educator who studied in Reggio Emilia as part of the first group of American educators to do so and authored “Bringing Reggio Emilia Home,” a foundational text for North American Reggio-inspired practice.
18.Jan Millikan
Founder of the Reggio Emilia Australia Information Exchange (REAIE) who pioneered the introduction of Reggio principles to Australian early childhood education.
19.Gunilla Dahlberg
Swedish researcher and professor whose work connecting Reggio Emilia principles with postmodern perspectives on childhood has influenced the theoretical understanding of the approach, particularly in Scandinavian countries.
20.Paola Cagliari
Director of the municipal preschools and infant-toddler centers of Reggio Emilia who has helped maintain the integrity of the approach while facilitating its international dissemination.
Documentation and Visual Research Pioneers
21.Mara Davoli
Long-serving atelierista whose work developing visual research and documentation techniques has exemplified the role of the atelier in supporting children’s exploration and teachers’ understanding of learning processes.
22.Giovanni Piazza
Photographer and atelierista whose visual documentation of children’s projects has been featured in numerous Reggio exhibitions and publications, helping to make children’s thinking visible.
23.Angela Barozzi
Atelierista who contributed significantly to the development of light and shadow exploration as a medium for children’s investigation, particularly through the Ray of Light Atelier.
24.Aljoscha Jegodtka
German atelierista whose interpretation of Reggio principles in German contexts has influenced the development of documentation practices across Central Europe.
25.Marina Castagnetti
Experienced teacher whose documented work with children has been featured in many Reggio publications, demonstrating how theory translates into classroom practice.
26.Gretchen Reynolds
American educator and co-author of “The Diary of Laura,” which exemplifies Reggio documentation practices through the detailed study of one child’s development.
27.Betty Edwards
Documentation specialist whose work translating Italian documentation methods for American educators has influenced how observations are recorded and analyzed in Reggio-inspired settings.
28.Patricia Tarr
Canadian researcher whose analysis of documentation as aesthetic inquiry has expanded understanding of this practice beyond mere record-keeping.
29.Lella Gandini
Beyond her translation work, Gandini’s analysis of documentation as “visible listening” has influenced how educators understand this core practice.
30.Diana Hopwood
British educator whose adaptation of documentation techniques for U.K. early years settings has influenced practice within the British educational context.
The Environment as Third Teacher: Design and Space
31.Tullio Zini
Architect who worked closely with Malaguzzi to design several Reggio Emilia schools, including the Diana School. His architectural innovations embody the concept of the environment as the “third teacher” through thoughtful consideration of light, transparency, relationship between indoor and outdoor spaces, and materials.
32.Giulio Ceppi
Architect and designer who has continued the development of Reggio-inspired educational spaces, including working on the design of the REMIDA recycling center and various international Reggio-inspired schools.
33.Michele Zini
Architect and son of Tullio Zini who has carried forward his father’s work in designing Reggio-inspired environments, contributing to the publication “Children, Spaces, Relations” on environmental design.
34.Anita Rui Olds (1941-1999)
American environmental designer whose work on child-centered spaces resonated with and was influenced by Reggio principles, helping translate architectural concepts for North American settings.
35.Jim Greenman (1949-2009)
Environmental design specialist whose writings on places for childhood have helped educate North American practitioners about the importance of thoughtful space design in Reggio-inspired settings.
36.Liz Prescott
Designer who has worked with numerous schools internationally to create physical environments that support Reggio-inspired practice.
37.Margie Cooper
Founder of Inspired Practices in Early Education, who has consulted on environmental design for numerous Reggio-inspired schools in the United States.
38.Gudrun Freese
German architect specializing in Reggio-inspired early childhood environments whose designs have influenced educational spaces throughout Germany and northern Europe.
39.Jennifer Azzariti
Design consultant who has specialized in transforming existing spaces to better reflect Reggio principles, particularly in settings with limited resources.
40.Lisa Burman
Australian educational consultant whose work on creating meaning-filled environments has influenced Reggio-inspired practice in Australian early childhood settings.
Materials and the Hundred Languages: Atelieristas and Artists
41.Aldo Pallaro
Atelierista who has specialized in developing work with clay and three-dimensional materials, extending the concept of the hundred languages through tactile exploration.
42.Barbara Burrington
American arts educator whose interpretation of the atelier concept for U.S. contexts has influenced how creative expression is integrated into Reggio-inspired classrooms.
43.Ann Pelo
Educator and author whose books, including “The Language of Art,” have helped translate atelier concepts for everyday classroom application.
44.Jennifer Kesselring
Atelierista who has developed approaches to introducing natural materials into children’s explorations, emphasizing ecological awareness through artistic expression.
45.Roberto Frabetti
Theater director and founder of La Baracca children’s theater in Bologna who has collaborated with Reggio educators to develop theatrical languages within the hundred languages concept.
46.Sandra Piccinini
President of the Friends of Reggio Children International Association who has advocated for the role of arts in early education and helped organize exhibitions of children’s work internationally.
47.Karen Haigh
American educator who has developed applications of Reggio’s hundred languages concept within diverse urban settings in Chicago.
48.John Matthews
Researcher on children’s drawing development whose work aligns with and has influenced understanding of graphic languages within the Reggio approach.
49.Akihiko Takahashi
Japanese educator who has interpreted Reggio’s visual and mathematical languages for East Asian educational contexts.
50.Laura Rubizzi
Teacher whose documented project work, particularly in exploring movement as a language, has exemplified how the hundred languages concept manifests in classroom practice.
Theorists and Researchers: Academic Contributions
51.Peter Moss
British researcher and professor whose theoretical work connecting Reggio principles with democratic practice in early childhood education has influenced policy discussions internationally.
52.Carlina Rinaldi
Beyond her leadership roles, Rinaldi’s theoretical contributions on the ethics of an encounter and the pedagogy of listening have deepened understanding of the philosophical underpinnings of the Reggio approach.
53.Rebecca New
American researcher whose comparative studies of Italian and American early childhood education have highlighted the cultural dimensions of the Reggio approach.
54.Robin Duckett
Founder of Sightlines Initiative, the UK reference point for Reggio, whose research and writing have interpreted Reggio principles for British educational contexts.
55.Gella Varnava-Skoura
Greek researcher whose work connecting Reggio principles with Vygotskian theory has influenced theoretical understanding of the approach in Eastern Europe.
56.Harold Göthson
Swedish educator and researcher who founded the Reggio Emilia Institute in Stockholm and has developed theoretical connections between Reggio and Nordic pedagogical traditions.
57.Karyn Callaghan
Canadian educator and researcher who has advocated for the rights of children within educational contexts and connected Reggio principles with indigenous educational perspectives.
58.Bonnie Neugebauer
Editor of “Bambini: The Italian Approach to Infant/Toddler Care” who has helped document and analyze the extension of Reggio principles to work with very young children.
59.Susan Fraser
Author and researcher whose books analyzing the theoretical foundations of Reggio practice have made complex concepts accessible to practicing educators.
60.Linda Kinney
Researcher whose studies on the effectiveness of Reggio-inspired practices have provided evidence-based support for the approach.
Project Work and Curriculum Innovation
61.Claudia Giudici
Pedagogista and researcher who has documented and analyzed children’s project work, particularly regarding mathematical thinking and scientific investigation.
62.Judy Harris Helm
American educator whose books on project approach implementation have helped teachers translate Reggio project concepts into diverse educational settings.
63.Sallee Beneke
Educator who has specialized in adapting Reggio project work approaches for inclusion of children with special rights (special needs).
64.Stefano Sturloni
Atelierista known for his work on digital languages and technology integration within the Reggio approach, expanding the concept of the hundred languages into digital domains.
65.Brenda Fyfe
American educator who has documented the application of Reggio principles to early childhood special education, demonstrating the approach’s flexibility.
66.Angela Edwards
Educator who has specialized in developing project work with infants and toddlers, extending Reggio principles to the youngest children.
67.Patricia Hunter McGrath
Director of Branches Atelier in California whose development of project work in mixed-age settings has expanded application of Reggio principles.
68.Pam Oken-Wright
Teacher-researcher whose detailed documentation of long-term projects has exemplified how complex investigations can unfold over time in Reggio-inspired classrooms.
69.Carol Anne Wien
Canadian researcher whose analysis of emergent curriculum practices has clarified how structure and freedom balance in Reggio-inspired project work.
70.Judy Graves
Educator whose work connecting Reggio project approaches with natural sciences has influenced how environmental education is integrated into Reggio-inspired settings.
Organizational Leaders and Network Builders
71.Paola Strozzi
Pedagogista who has coordinated international professional development experiences in Reggio Emilia, influencing how the approach is understood globally.
72.Jane McCall
Founder of the North American Reggio Emilia Alliance (NAREA) whose organizational leadership has created structures for professional development and networking in North America.
73.Susan Redmond
Australian educational leader who helped establish formal exchanges between Australian educators and Reggio Emilia, strengthening the approach’s presence in Australia.
74.Amelia Gambetti
Beyond her ambassador role, Gambetti’s work organizing the first North American Reggio conference built crucial networking infrastructure for the approach’s dissemination.
75.Nancy Carlsson-Paige
Child development expert whose advocacy has connected Reggio principles with broader discussions of developmentally appropriate practice in American education.
76.Cathy Weisman Topal
Art educator whose studio workshops have trained thousands of teachers in Reggio-inspired materials exploration.
77.Barbara Acton
Founder of the UK’s Refocus Journal which has created networks for sharing Reggio-inspired practice among British educators.
78.Moonja Oh
Korean educator who established the Korean Reggio Emilia Society, facilitating the approach’s introduction to Korean early childhood education.
79.Pauline Baker
New Zealand educator who has built connections between Reggio principles and Te Whāriki (the New Zealand early childhood curriculum), creating cultural translation of the approach.
80.Leslie Gleim
Administrator who has developed models for integrating Reggio principles into institutional structures and leadership practices.
Advocating for Children’s Rights: Social Justice Perspectives
81.Peter Moss
British researcher whose work connecting Reggio principles with democratic practice and citizenship has emphasized the political dimensions of the approach.
82.Louise Derman-Sparks
Educator and author whose anti-bias curriculum work has found common cause with Reggio’s emphasis on respecting children’s identities and capabilities.
83.Adelaide Dupont
Advocate who has explored the applications of Reggio principles for inclusive education, particularly regarding neurodiversity.
84.Irene Balaguer
Spanish educator who connected Reggio principles with children’s rights movements in Spain and Latin America.
85.Roger Hart
Child advocate whose “ladder of participation” has complemented Reggio’s vision of children as citizens with rights to participation in community decision-making.
86.Sarah Curtis
Educator who has applied Reggio principles in work with marginalized communities, demonstrating the approach’s potential for social justice education.
87.Maggie Beneke
Researcher whose work on anti-racist applications of pedagogical documentation has extended Reggio practices toward explicit equity goals.
88.Andrew Stremmel
Educator whose writing on the ethical dimensions of Reggio practice has highlighted the approach’s potential for societal transformation.
89.Mariana Souto-Manning
Educational researcher whose work connecting Reggio principles with culturally responsive teaching has expanded the approach’s relevance for diverse communities.
90.Veronica Pacini-Ketchabaw
Canadian researcher whose decolonial approach to Reggio-inspired practice has raised important questions about cultural translation and power dynamics.
Contemporary Innovators and Future Directions
91.Debi Keyte-Hartland
British educator and researcher whose work on digital documentation and visual literacy has updated Reggio practices for contemporary technologies.
92.Lella Gandini
In her continued role as U.S. liaison, Gandini’s recent work has focused on adapting Reggio principles for changing childhood contexts in the digital age.
93.Cooper Blalock
Educator exploring the connections between Reggio pedagogical documentation and Universal Design for Learning frameworks.
94.Alexis Olson
Early childhood designer whose innovations in flexible learning spaces have extended the environment-as-teacher concept for contemporary settings.
95.Isauro Michael Escamilla
Educator who has developed bilingual and bicultural applications of Reggio principles for immigrant communities.
96.Rosanna Rossi
Current director of the Loris Malaguzzi International Center whose leadership is guiding the evolution of Reggio educational exchanges in the post-pandemic context.
97.Eduardo Chaves
Brazilian educator who has connected Reggio principles with Paulo Freire’s critical pedagogy, creating synthesis relevant for Latin American contexts.
98.Will Parnell
Educator and researcher whose work on teacher research communities has extended Reggio’s collaborative inquiry approaches to teacher development.
99.Stefania Giamminuti
Australian researcher whose work on cross-cultural interpretations of Reggio has illuminated how the approach transforms as it travels across contexts.
100.The Children of Reggio Emilia
Just as the founding list acknowledged the women of Villa Cella, this list concludes by recognizing the thousands of children who have participated in Reggio schools over decades. Their questions, theories, creative expressions, and relationships have continuously shaped the approach. As Malaguzzi himself emphasized, the children are the primary protagonists and true innovators of this educational approach.
Conclusion
The 100 individuals profiled in this article represent the extraordinary breadth and depth of contributions to Reggio Emilia education over more than seven decades. From Loris Malaguzzi’s visionary leadership to contemporary practitioners extending the approach into new contexts and applications, these influential figures collectively demonstrate how a powerful educational philosophy can evolve while maintaining its essential principles.
What unites this diverse group of educators, researchers, designers, advocates, and artists is their shared commitment to an image of children as capable, curious protagonists with rights to construct their own knowledge through relationships in supportive environments. Through their various contributions—whether developing theoretical frameworks, designing innovative spaces, documenting children’s learning, or adapting principles for diverse contexts—they have ensured that Reggio Emilia education remains a vibrant, evolving approach responding to the needs of children across cultures and generations.
As Reggio Emilia education continues to expand globally, it does so through the collaborative spirit that has characterized it from the beginning. No single individual claims ownership of the approach; rather, it flourishes through continuous dialogue, reflection, and reinvention—a living testament to the original vision of the women of Villa Cella and Loris Malaguzzi that education should be a communal endeavor built on respect for children’s potential.
The future of Reggio Emilia education will undoubtedly be shaped by new voices responding to emerging challenges and opportunities, but it will continue to build upon the foundation established by these remarkable individuals who understood Malaguzzi’s fundamental insight: children have “a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking, of playing, of speaking.”
