“Making Learning Visible: Children as Individuals and Group Learners” chronicles a research project carried out from 1997 to 1999 by Project Zero at the Harvard Graduate School of Education and by Reggio Children. The project involves teachers and pedagogistas from the Municipal Infant-toddler Centres and Preschools of Reggio Emilia and researchers at Project Zero.
Together, Reggio Children and Project Zero have tried to identify methods and processes that will enable educators to reflect not only on the learning processes of children but also on those of adults, supporting their thinking and action in relation to the children’s processes and their dialogue with colleagues.
“Learning to listen, see, observe, and interpret the children’s actions, thoughts, and logic of investigation and construction helps us to learn the art of being and talking with them, to understand better the processes and procedures they choose for developing personal relationships and acquiring knowledge. The educators’ responsibility is thus to design and construct contexts that sustain these processes and foster relationships, loans of competencies, expectations, imitation, and ‘contagion.’” (Source: Making Learning Visible, p.10)