Paperback. Eighty years after its inception, the Reggio Emilia approach remains a significant influence on early childhood education, offering philosophical foundations and research insights that inform society's responsibilities toward children and young people. By promoting a practical, applied perspective that draws on global dialogue and shared experiences, the approach illustrates how educational principles can be translated into meaningful practice. Evidence continues to show that high-quality early childhood experiences benefit children, families, and communities, and the Reggio Emilia framework provides a model for enhancing early childhood services across both organizational structures and daily educational practices. Realizing Children's Rights in a Global Context: Glocalization of the Reggio Emilia Experience provides interdisciplinary professionals around the globe with an essential collection of chapters focused on the application of the Reggio Emilia approach, specifically with the rights of children. Through advocating a pragmatic and applied approach that harnesses global dialogue and experiences, this book explains how these responsibilities can be realized in practice. Covering topics such as prison family visit spaces, local communities, and global educational practices, this book is a critical academic resource for graduate and doctoral students, public health professionals, mental health practitioners, policymakers, educators, and more. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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T�tulo: Realizing Children's Rights in a Global Context: Glocalization of the Reggio Emilia Experience (Paperback)
Editor: IGI Global, Hershey
Fecha de publicaci�n: 2026
Idioma: Ingl�s
ISBN 13: 9798337334325
Encuadernaci�n: Paperback
Estado: new

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Sinopsis

Eighty years after its inception, the Reggio Emilia approach remains a significant influence on early childhood education, offering philosophical foundations and research insights that inform society's responsibilities toward children and young people. By promoting a practical, applied perspective that draws on global dialogue and shared experiences, the approach illustrates how educational principles can be translated into meaningful practice. Evidence continues to show that high-quality early childhood experiences benefit children, families, and communities, and the Reggio Emilia framework provides a model for enhancing early childhood services across both organizational structures and daily educational practices. Realizing Children's Rights in a Global Context: Glocalization of the Reggio Emilia Experience provides interdisciplinary professionals around the globe with an essential collection of chapters focused on the application of the Reggio Emilia approach, specifically with the rights of children. Through advocating a pragmatic and applied approach that harnesses global dialogue and experiences, this book explains how these responsibilities can be realized in practice. Covering topics such as prison family visit spaces, local communities, and global educational practices, this book is a critical academic resource for graduate and doctoral students, public health professionals, mental health practitioners, policymakers, educators, and more.

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Marisa Galliano Macy is a full professor in the College of Education in the School of Teacher Education at the University of Wyoming. She holds the John P. Ellbogen Foundation Professorship of Early Childhood Education. Macy has more than 25 years of experience as an educator. She started her career as a special education teacher in Washington, and she has served in teaching and research roles at a number of higher education institutions, including the University of Oregon, Penn State University, University of Texas, El Paso, University of Central Florida, University of Nebraska Kearney where she held the Cille and Ron Williams endowed chair of Early Childhood Education, as well as community chair for the Buffett Early Childhood Institute. Macy, a Seattle native, earned a bachelor’s degree in English at the University of Washington and a post baccalaureate in K–12 special education from St. Martin’s College in Olympia, Washington. She received master’s and doctorate degrees in special education with early childhood special education and early intervention from the University of Oregon. Macy completed the Certificate in Early Education Leadership from the Graduate School of Education at Harvard.

Emer Ring is Dean of Education, (Early Childhood and Teacher Education) at Mary Immaculate College (MIC), Limerick. Emer previously worked as a teacher of children in the early years and as teacher supporting neurodivergent children in mainstream provision. She has also worked in the Department of Education's Inspectorate in Ireland and as Head of Department of Reflective Pedagogy and Early Childhood Studies at MIC. Emer’s research interests include education law; inclusion; early childhood; child voice; autism; play and pedagogy and she has researched and published widely in these areas.

Alessandra Landini is the Principal of the I.C. A. Manzoni in Reggio Emilia, with a PhD in Human Sciences, thesis in Physics Education from the Department of Education and Human Sciences at the University of Modena and Reggio Emilia, and a Master Degree in Organization and Management of Multicultural School Institutions from Alma Mater, Bologna. Her scientific education research project studies a vertical science curriculum based on storytelling and the use of metaphor, between early childhood and secondary school. Adjunct Professor in Special Pedagogy at UNIMORE, as a General Didactics’ expert, she provides integrative teaching activities at the university. She collaborates with the "Metaphor and Narrative in Science" research center. Other areas of research focus on the use of narrative formative evaluation for ECE, primary and secondary schools and on teacher training as a community of practice that cultivates educational co-responsibility by co-designing and integrating innovative didactic in school and museum settings. Since 2020, she has been studying a Vertical curriculum of Heritage and Citizenship K-13, which leads teachers and students to immerse themselves in the city's territory and its cultural heritage and School leaders to express diffused leadership by the school institution contributing to the creation, development and sustainability of learning democratic ecosystems. She is a Member of the Board of Directors of Preschools and Infant-toddler Centres, Istituzione of the Municipality of Reggio Emilia. In A.A. 2025-26 she is a Fulbrighter, SIR in residence, at Millersville University of Pennsylvania, USA.

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