Ecological Systems Theory and the Reggio Emilia Approach

The Reggio Emilia philosophy is fascinating to educators worldwide. This qualitative, exploratory, non-experimental, phenomenological design rooted in grounded theory through interviews with 10 Reggio educator's, examines the Reggio approach, revealing its unique pedagogical implications. The interview data was coded into 60 plus preliminary codes in the first cycle, followed by second-cycle coding and third which began translating the codes into three major themes were found to align with Bronfenbrenner’s Ecological Systems Theory (EST), an analogy not previously reported in the literature. EST consists of five nested systems that were found to be nearly identical to Loris Malaguzzi's desires, implications, and beliefs for what Early Childhood Education (ECE) should look like. Both Bronfenbrenner and Loris Malaguzzi would agree that learning must be deeply meaningful, engaging, collaborative and inspire all children to explore their worlds without limits. Education should not be a rigid structure forced on children, but instead, an evolving process that is shaped by relationships, curiosity, and reflection.