Reggio Emilia system of education in the Dutch context

Abstract

The purpose of the study was to explore how the Reggio Emilia philosophy was adapted within the Dutch pedagogical culture, in particular the practices and assumptions about quality childcare, early childhood as well as primary education in the Netherlands. In addition the study explores the status of the Reggio Emilia philosophy or the SPOREN/Traces Pedagogy (The name elected by the Dutch organization Stichting PedagogiekOntwikkeling 0-7, for the adaptation of RE approach in the Netherlands) within current international developments in ECEC theory, policy and practice. The study further documents how educators and directors/pedagogues in two Dutch schools reported experiencing the application of the Reggio Emilia (RE) philosophy or the SPOREN/Traces Pedagogy in order to support children's optimal development. The study also quantified levels, duration and time periods of classroom engagement among children and teachers at two different SPOREN/Traces schools (representing different social-economic and ethnic-cultural populations of families), as well as recorded parent-participation time and gathered pertinent family demographic information. Overall, the study reports several important findings. First, the Traces Pedagogy appeared to be robust and culturally responsive to all individuals involved, including children, families and educators. Both sites investigated maintained culturally responsive pedagogical practices despite different population structures. Furthermore, the Traces Pedagogy contrasts traditional Dutch view regarding early childhood education and care (ECEC) practice in the Netherlands. The Traces approach and system also appeared to support teacher effectiveness and promote teacher generativeness as reported by the participants. Traces seemed a valuable approach for dual language learners and promoted strong family/school partnerships. Lastly, the role of the Traces environment (including documentation) together with Traces trained educators seemed to support metacognitive development with children and seemed to contribute substantially in producing higher focus levels in children's overall classroom engagement. The implications for research and sound pedagogical practice principles are discussed.