Empowering with Reggio-Inspired Documentation: Fostering Child-Centred and Democratic Attitudes among Preschool Teachers

Abstract

Purpose: The Reggio Emilia approach underscores child-centred pedagogy, highlighting documentation as a democratic practice within preschool settings. This study examines the impact of Reggio-inspired documentation training on preschool teachers' attitudes toward child-centred and democratic classroom practices. Method: Employing mixed-methods, attitudes of trained and non-trained teachers are compared, revealing trained teachers' heightened democratic attitudes and reduced autocratic perspectives. Results: However, no significant variance surfaces in laissez-faire attitudes between groups. Trained teachers exhibit preferences for more democratic, participatory, process-oriented, and child-centred classroom practices. The study concludes that Reggio-inspired documentation significantly shapes teachers' democratic convictions concerning curriculum design and child assessment. Conclusion and Suggestions: Implications for early childhood education underscore the necessity of teacher training and professional development programs, stressing the significance of nurturing child-centred and democratic classroom methodologies to uphold children's participatory rights in impactful decisions. This research accentuates Reggio-inspired documentation's pivotal role as a democratic agent, empowering children to contribute to determinations affecting them. It further accentuates the importance of pedagogical training and professional development initiatives in propelling child-centred and democratic classroom practices in early childhood education.