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Conclusion
In conclusion, there is much to learn from the educators of Reggio Emilia. The
literature reflects a body of knowledge that will be for most early childhood educators,
new information. From the principles of the approach, to the theoretical underpinnings,
the educational accomplishments of this region in north, central Italy is astonishing.
When this new information collides with current practices, disequilibrium can result.
Teachers can resist the forces of cognitive dissonance or they can embrace the
possibilities of change. Early childhood educators need to understand the implications of
curriculum, the transformational possibilities inherent in particular choices, and the
limitations of others. With the abundant literature and resounding testimonials, an
emergent curriculum could empower both the teacher and the learner.
If the literature and testimonies can counter the strong resistance to change that
continues to exist in the field as demonstrated by the continued use of the theme
approach, teachers may be encouraged to adapt their practice to become more emergent.
The stories of teachers and administrators who were inspired by the Reggio Emilia
approach and emergent curriculum have developed the attributes of a researcher and
collaborator. As the word spreads and emergent curriculum becomes more common, this
reframed image may elevate current status. Those who continue to be resistant may find
their stance as keepers of routine challenged.