| The influence of the Reggio Emilia philosophy has been present in early childhood programs across the United States for decades, with many programs attempting to adapt the philosophy's concept of a studio, but few studies have examined them. This study describes, interprets, and appraises two Reggio-inspired studios in the United States in order to provide an in-depth analysis and shed new light on such practices.;Four questions guided this study: (1) What is the role of a studio in a Reggio-inspired school? (2) What is happening in the studio? (3) What are children learning in this environment? (4) How does the studio cultivate children's hundred languages?;Based on the methods of educational connoisseurship and criticism, this investigation provides a vivid description and interpretation of preschool-aged children's experiences in Reggio-inspired studios. Two sites were studied, one in Colorado and the other in Missouri. Six dimensions of schooling provided the conceptual framework which guided this study: intentional, structural, curricular, pedagogical, evaluative, and aesthetic. Similarities and differences between sites and art studios are examined and discussed, along with implications for the field of early childhood education.;The overall findings that emerged reveal that Reggio-inspired studios have the potential to promote the following behaviors in children: (1) positive approaches to learning, (2) an ecological perspective, (3) creative thinking, (4) theory building, and (5) communication through many different languages. The findings also suggest that Reggio-inspired studios help children learn that there are many ways to express their thinking, questions, feelings and ideas. This occurs by children having access to a wealth of materials, the time to explore the materials, and the support to develop skills and techniques in the studio. As a result, children learn to use materials as languages and create their own toolbox or repertoire of communication strategies that they can carry with them. |
