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beginning teachers.” Interestingly, the voices expressed also “described over and over
again” a sense of disequilibrium (p. 167):
teachers chose to engage in an internal struggle with their own sense of
disequilibrium. Instead of ignoring a situation or a thought that
engendered questions, these questions were recognized and welcome and
the struggle with a sense of disequilibrium embraced. (p. 167)
The passion expressed in the voices of teachers engaged in a Reggio-inspired
practice appeared according to Tegano (2002) from those who “experience the depth of
true collaboration” and “reflective dialogue” (p. 170). Establishing collaborative teaching
and learning environments counters the issues of power dynamics in the field of early
childhood education. According to Wright (2000) the issues of power inequities have
rarely been examined. Power dynamics in early childhood education settings can be
addressed with a conscious effort to allow for voice.
It is the voices of the teachers that need to be heard alongside those of the parents
and the children. Who is heard and who is allowed to speak changes the power structure
of the teacher being in control. It can change the dynamic of the teacher feeling without
control when curriculum decisions are imposed. When teachers, parents and children
share in the learning process with voices heard and heeded, a shift in power occurs.
Socially shared cognition, mediated learning and joint activity can lead to improved
practice on many levels (Samaras, 2000).
Educators from Reggio Emilia are focused on provoking the voices of children to
think more deeply or broadly about a topic (Fraser, 2000). This concept of provocation,
on the other hand, could be what inspires teachers to adapt an emergent curriculum
approach. As described by Gandini (1998) provocation is something arriving by surprise.
Provocation is a means for provoking further action and action (Fraser, 2000). Provoked