{"id":1144,"date":"2026-07-09T07:41:26","date_gmt":"2026-07-09T06:41:26","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/?p=1144"},"modified":"2026-07-10T09:03:56","modified_gmt":"2026-07-10T08:03:56","slug":"reggio-emilia","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/2026\/07\/09\/reggio-emilia\/","title":{"rendered":"Rumpus at Reggio Emilia!!!"},"content":{"rendered":"<p style=\"text-align: right;\"><em>by Ale Okada, Hannah Payne and Viviane Marques<\/em><\/p>\n<figure style=\"margin: 0 0 1.5em; text-align: center;\"><\/figure>\n<h2 class=\"text-text-100 mt-3 -mb-1 text-[1.375rem] font-bold\">CARE\u2013KNOW\u2013DO, Playful Ecologies and the Hundred Languages: Connecting Research on Play, Learning and Development<\/h2>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\"><strong>EARLI SIG 28 \u2013 Play, Learning and Development: A Research Community on Play and Human Development<\/strong><\/h3>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The European Association for Research on Learning and Instruction (EARLI) established SIG 28 \u2013 Play, Learning and Development as a Special Interest Group to bring together researchers investigating the role of play in learning and human development. The SIG was formally established at the end of 2021 and began its activities in 2022.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><em><img decoding=\"async\" src=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2026\/07\/Screenshot-2026-07-10-at-09.49.39.png\" \/>Photo 1: EARLI SIG 28, 2026<\/em><\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">SIG 28 aims to advance interdisciplinary research on the relationships between play, learning and development. Its focus includes understanding how play contributes to cognitive development, creativity, social and emotional development, self-regulation and well-being, as well as exploring the role of play-based pedagogies across different educational contexts.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The SIG also aims to:<\/p>\n<ul class=\"[li_&amp;]:mb-0 [li_&amp;]:mt-1 [li_&amp;]:gap-1 [&amp;:not(:last-child)_ul]:pb-1 [&amp;:not(:last-child)_ol]:pb-1 list-disc flex flex-col gap-1 pl-8 mb-3\">\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\">foster international collaboration among researchers working on play and learning;<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\">support early-career researchers;<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\">promote dialogue between research, practice and policy; and<\/li>\n<li class=\"font-claude-response-body whitespace-normal break-words pl-2\">contribute evidence that recognises the importance of play in children&#8217;s development, education and well-being.<\/li>\n<\/ul>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Within this research landscape, questions about creativity, agency, imagination and meaningful engagement become central to understanding how learners develop and flourish.<\/p>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\"><strong>Reggio Emilia: A Civic History of Learning Through Multiple Languages<\/strong><\/h3>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><em><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter\" src=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2026\/07\/Screenshot-2026-07-10-at-09.27.17.png\" alt=\"Description of the screenshot\" width=\"357\" height=\"366\" \/>Photo 2: Alexandra Okada, Rumpus co-Director, and Alessandra Landini, Principal in Reggio Emilia and member of the Board of Directors of Reggio Emilia Municipal Schools<\/em><\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The Reggio Emilia approach is one of the most influential educational traditions connected to creativity, participation and children&#8217;s expression. However, it is important to recognise that Reggio Emilia is not simply a method; it emerged from a specific historical, cultural and civic context.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Its origins date back to post-war Italy. In 1945, families in Villa Cella, near Reggio Emilia, created a school through collective community action. Loris Malaguzzi became involved in this movement and later contributed to the development of the municipal early childhood education system in Reggio Emilia.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The first municipal preschool opened in 1963, and infant\u2013toddler centres developed following Italian legislation in 1971. International recognition grew in 1991, when the Diana School in Reggio Emilia was highlighted internationally for its innovative educational practices.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The approach continues today through the work of educators, researchers and organisations such as Reggio Children, which supports professional development, research and international exchange.<\/p>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\"><strong>The Hundred Languages of Children<\/strong><\/h3>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The best-known idea associated with Loris Malaguzzi is the Hundred Languages of Children.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The concept expresses the idea that children have many ways of thinking, representing and communicating their understanding of the world. These include drawing, painting, sculpture, movement, music, storytelling, construction, scientific exploration and many other forms of expression.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The Hundred Languages challenges the idea that learning can be reduced to only verbal and mathematical forms of achievement. Instead, it highlights the importance of recognising diverse forms of communication, creativity and meaning-making.<\/p>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\"><strong>CARE\u2013KNOW\u2013DO and the Hundred Languages: A Reflection<\/strong><\/h3>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><img decoding=\"async\" class=\"aligncenter\" style=\"max-width: 100%; height: auto;\" src=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2026\/07\/Screenshot-2026-07-09-at-08.40.28.png\" alt=\"Describe the image here\" \/><\/p>\n<figure style=\"margin: 0 0 1.5em; text-align: center;\"><figcaption style=\"font-size: 0.9em; color: #555; margin-top: 0.5em;\"><em>Photo 3: CARE-KNOW-DO &#8211; Playful Ecologies for Inclusive Equitable Literacy<\/em><\/figcaption><\/figure>\n<p class=\"text-text-100 mt-2 -mb-1 text-base font-bold\"><strong>Playful Ecologies for Inclusive, Equitable Literacy<\/strong><\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The relationship between Reggio Emilia and CARE\u2013KNOW\u2013DO can be understood as a conceptual dialogue rather than a direct historical connection.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">CARE\u2013KNOW\u2013DO shares with Reggio Emilia an interest in recognising learners as capable participants and valuing diverse ways of knowing and expressing ideas.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The connection can be explored through three dimensions:<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><strong>CARE \u2013 Values and relationships<\/strong><br \/>\nReggio Emilia&#8217;s image of the child as capable, curious and an active participant connects with CARE&#8217;s emphasis on relationships, dignity, inclusion and well-being.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><strong>KNOW \u2013 Multiple ways of knowing<\/strong><br \/>\nThe Hundred Languages resonates with KNOW by highlighting multimodal learning, creativity and diverse forms of literacy.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><strong>DO \u2013 Learning through action<\/strong><br \/>\nReggio practices such as the atelier, project work and pedagogical documentation show how ideas become visible through exploration, making and reflection.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">This interpretation suggests that CARE\u2013KNOW\u2013DO can provide a contemporary framework for exploring playful ecologies in which learning involves relationships, knowledge construction and meaningful action.<\/p>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\">Creativity, Thinking and Learning: Connections with Project Zero<\/h3>\n<p class=\"font-claude-response-body break-words whitespace-normal\">The international discussion of Reggio Emilia has also been influenced by connections with Harvard Project Zero.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Howard Gardner recognised similarities between the Hundred Languages and his theory of Multiple Intelligences, particularly in challenging narrow definitions of intelligence.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">David Perkins&#8217; work on making thinking visible connects with Reggio Emilia&#8217;s emphasis on pedagogical documentation, where children&#8217;s ideas, questions and learning processes are made visible and open to reflection.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">These connections helped researchers and educators internationally to discuss creativity, thinking and learning in broader ways.<\/p>\n<h3 class=\"text-text-100 mt-3 -mb-1 text-[1.125rem] font-bold\">Fun, Play and Learning with the Rumpus Research Group<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/wp-content\/uploads\/2026\/07\/Screenshot-2026-07-10-at-09.16.33.png\" alt=\"Description of the screenshot\" width=\"432\" height=\"400\" \/><\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\"><em>Photo 4: Rumpus International Research Group and METEOR UK Special Interest Group \u2014 Fun and AI in Learning, at Reggio Emilia. Hannah Payne, Viviane Marques and Alexandra Okada<\/em><\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Contemporary research on play continues to explore how joyful engagement, curiosity and meaningful participation influence learning experiences.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Within this broader conversation, initiatives such as Rumpus contribute to discussions about the role of fun in learning, asking how enjoyment, curiosity and playful engagement can support deeper participation and creativity.<\/p>\n<p class=\"font-claude-response-body break-words whitespace-normal\">Together, research on play, Reggio Emilia&#8217;s educational philosophy and frameworks such as CARE\u2013KNOW\u2013DO contribute to ongoing conversations about how learning environments can support creativity, well-being and inclusive participation.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>by Ale Okada, Hannah Payne and Viviane Marques CARE\u2013KNOW\u2013DO, Playful Ecologies and the Hundred Languages: Connecting Research on Play, Learning and Development EARLI SIG 28 \u2013 Play, Learning and Development: A Research Community on Play and Human Development The European Association for Research on Learning and Instruction (EARLI) established SIG 28 \u2013 Play, Learning and &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/2026\/07\/09\/reggio-emilia\/\" class=\"more-link\" >Continue reading<span class=\"screen-reader-text\"> &#8220;Rumpus at Reggio Emilia!!!&#8221;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1144","post","type-post","status-publish","format-standard","hentry","category-fun"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/posts\/1144","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/comments?post=1144"}],"version-history":[{"count":12,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/posts\/1144\/revisions"}],"predecessor-version":[{"id":1161,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/posts\/1144\/revisions\/1161"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/media?parent=1144"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/categories?post=1144"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/rumpus\/index.php\/wp-json\/wp\/v2\/tags?post=1144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}