Integration of Reggio Emilia Approach, the Early Years Learning Framework and Catholic Identity explored in project

On 11 November a group of Pre-Kindy and Kindy teachers, and education assistants who have been participating in the project Researching the Intersections of Identities: Embracing Catholic Identity through the gaze of the principles of the Educational Project of the Reggio Emilia Approach, came together to celebrate the journey and contributions of participating educators.

The project involved 12 participants and included face to face professional learning, online coaching and mentoring, attendance at the Reggio Emilia Australia Information Exchange Conference, support with developing documentation strategies and opportunities sharing of experiences both in person and online. Participants explored the principles of the Educational Project of the Reggio Emilia Approach and the possibilities for pedagogy and practice in their local contexts. Additionally, participants had the opportunity to reflect on their identity as educator and as a researcher. Finally, participants contributions and reflections were showcased in a final project culmination celebration of practice and publications including snapshots of their practice.

Olivia, Education Assistant at Sacred Heart Primary School said:

“I was interested in the Reggio Emilia project because it values collaboration, creativity, and child-led learning. As an Education Assistant, I wanted to support my teacher in creating a classroom where the children’s ideas guide the learning process. I was excited to help prepare materials, observe and document learning, and foster a sense of curiosity and community among the students.

“It is important to include Catholic identity in the early years so children learn about God’s love, kindness, and respect for others. It helps them grow in faith, build good values, and feel part of a caring, faith-filled community.

“The Reggio Emilia Project taught me the value of listening closely to children, supporting their interests, and creating environments that inspire exploration and collaboration.”

Sandra, Teacher at Sacred Heart Primary School said:

“As a recent graduate, I was deeply inspired by the Reggio Emilia approach, which views children as capable, curious, and full of potential. I wanted to deepen my understanding of its principles, particularly the role of the environment as the ‘third teacher’, the value of open-ended materials, and the importance of fostering inquiry-based learning, so I could embed them more confidently and intentionally into my teaching practice.

“Through this project, I have deepened my understanding of how intentionality in the selection and presentation of materials can provoke rich inquiry and meaningful engagement among children. I’ve also embraced the pedagogy of listening, recognising that being truly present and responsive to children’s voices, gestures, and interactions allows me to co-construct learning with them. Ultimately, this project has reinforced the importance of being intentional, responsive, and reflective—creating environments and relationships that nurture the whole child: emotionally, socially, cognitively, and spiritually.”