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measures pupil achievement. The accountability of the approach becomes questioned. In
contrast, there is an abundance of qualitative research that is reflected in the data
collected through tape recorders, cameras, videotapes, and computers from both longterm
projects and ordinary moments of learning. The resistance to quantitative research
may be in keeping with the philosophy; it seems inappropriate for the educators who
pride themselves on asking questions, and encouraging multiple voices and languages, to
seek definitive and finite answers.
Reggio represents a worldview that is grounded in a postmodern perspective.
“Postmodernists consider that there are many different kinds of voices, many kinds of
styles, and take care not to value or privilege one set of values over another” (Penn, 2005,
p. 28). A postmodern perspective in early childhood education is based on the assumption
that teaching enacts power relations making multiple voices necessary to prevent
privilege (Ryan & Grieshaber, 2005). Reggio may be postmodern, but Reggio educators
resist the term because isms are too risky as they simplify and lock rather than inspire
(Moss & Petrie, 2002). Inspiration is the image of the child as having rights rather than
needs; a postmodern perspective evolves and is different from the modern romantic view
of the child as espoused by Jean Jacques Rousseau (1762), the French philosopher who
claimed that children are born weak and helpless and need strength, aid and reason.
Implications of Emergent Curriculum
In addition to changing the image of the child, the Reggio Emilia approach and
the theories of Vygotsky have the potential to radically change the image of the early
childhood educator. The impact of this approach is still not fully understood due to the