Reggio Emilia, Vygotsky, and Family Childcare: Four American Providers Describe their Pedagogical Practice

Abstract

This case study considers pedagogical techniques used in family childcare to promote children's learning experiences. Data extracted from an earlier study were used to inform this examination of four family childcare providers’ pedagogy. In the current study, I use socio-cultural theory and the Reggio Emilia approach to address the following research question: how do family childcare providers describe learning experiences of children in their care? Four themes emerged from the data: responsiveness to children, children's play, reflective thinking, and didactic teaching. The study indicated that providers’ work is informal, but nonetheless these caregivers follow a natural, experiential learning, along with more didactic practices common to traditional classrooms.