The Hamilton Community Foundation
With its broad support, diverse grantmaking, and long-term perspective, the Hamilton Community Foundation is a knowledgeable leader in community philanthropy in Hamilton and Burlington.
Ontario Arts Council
The OAC generously awarded an Arts Education Projects program grant to Artists at the Centre. For more information, visit their website:
City of Hamilton
Our project is grateful to receive a grant from the Culture Arts/Heritage Category of the Community Partnership Program of the City of Hamilton. Information can be obtained on their website:
Ontario Early Years
Four Ontario Early Years programs in Hamilton, all coordinated by Today's Family, bring their own funding to the Artists at the Centre Project. For more information about OEYCs, visit their website:
Find out more about the many supports provided by Today's Family for children and parents:
Karyn Callaghan, M.Ed, ECE,C
The Ontario Reggio Association The Ontario Reggio Association (ORA) welcomes educators, parents, and all who are interested in participating in dialogue with the work of the Infant-Toddler Centres and Preprimary Schools of Reggio Emilia, Italy. In this way, we will deepen our understanding of what is possible when young children are seen as creators of culture, as citizens in a democracy and protagonists in their own learning, in a context of co-inquiry with teachers, parents, and the community.
ORAís respectful relationship with Reggio Children offers provocation to our understandings, and liberation from our certainties. We provide opportunities for communities of learners to participate in conferences and site visits across the province, as well as excursions to other places that are similarly involved in learning from the inspiration of the Reggio philosophy.
To join, and to learn of upcoming events, please visit our website:
NAREA is the North American Reggio Emilia Alliance. Supported by educators in Reggio Emilia and North America, they have hosted the travelling exhibit from Reggio, "The Hundred Languages of Children", organized conferences and courses, opened their schools for study and dialogue, and published articles and books, creating a vast network of learning, inspired by the Reggio approach. This network of educators, parents, and advocates seeks to elevate both the quality of life and the quality of schools and centres for young children. For more information, visit their website:
The Hamilton Conservatory for the Arts has hosted the Artists at the Centre exhibit for the past two years, and has become a partner in exploring the Reggio Emilia approach. This organization offers a range of programs for children and adults in visual arts, drama, dance, and music. www.hcarts.ca
In addition courses are available at:
Dundas Valley School of Art
Burlington Art Centre
|The hundred languages of children: Catalogue of the exhibit (2nd ed.). (1997). Reggio Children.
Cadwell, L.B. (1997). Bringing Reggio Emilia home: An innovative approach to early childhood education. Columbia University: Teachers College Press.
Cadwell, L.B. (2003). Bringing learning to life: The Reggio approach to early childhood education. New York: Teachers College Press.
Ceppi, G. and Zini, M. (Eds.). (1998). Children, spaces, relations: Metaproject for an environment for young children. Milan: Reggio Children and Domus Academy Research Center.
Curtis, D., and Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul MN: Redleaf Press.
Davoli, M., and Ferri, G. (Eds.) (2000). Reggio tuttaL A guide to the city by the children. Reggio Emilia: Reggio Children.
Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed.). Greenwich, CT: Ablex Publishing Corp.
Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the classroom (2nd ed.). Scarborough Ontario: Nelson Thomson Learning.
Hendrick, J. (Ed.). (1997). First steps toward teaching the Reggio way. Toronto ON: Prentice-Hall.
Hendrick, J. (Ed). (2003). Next steps toward teaching the Reggio way: Accepting the challenge to change. Upper Saddle River NJ: Pearson Merrill Prentice Hall.
Katz, L.G. & Cesarone, B. (1994). Reflections on the Reggio Emilia approach. Urbana IL: ERIC Clearinghouse.
Project Zero and Reggio Children (2001). Making learning visible: Children as individual and group learners. Cambridge MA: Project Zero.
Reggio children (2000). Reggio tutta: A guide to the city by the children. Municipality of Reggio Emilia: Reggio Children SRL.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. New York: Routledge.
Stacey, S. (2008). Emergent curriculum in early childhood settings: From theory to practice. St. Paul MN: Redleaf Press.
Topal, C.W., and Gandini, L. (1999). Beautiful stuff! Learning with found materials. Worcester MA: Davis Publications, Inc.
Vecchi, V., and Guidici, C. (Eds.). (2004). Children, art, artists: The expressive languages of children, the artistic language of Alberto Burri. Reggio Emilia: Reggio Children.
Vecchi, V. (Ed.) (2002). Theater curtain: The ring of transformation. Reggio Emilia: Reggio Children.
Wien, C.A. (2004). Negotiating Standards in the Primary Classroom: The Teacherís Dilemma. New York: Teachers College Press.
Wien, C.A. (Ed.).(2008). Emergent curriculum in the primary classroom: Interpreting the Reggio Emilia approach in schools. New York: Teachers College Press and NAEYC.
There are relevant articles in the National Association for the Education of Young Childrens journal "Young Children" (the November 1993 issue had a number of particularly good articles) as well as in the Canadian Association for Young Childrens journal "Canadian Children".
National Association for the Education of Young Children
Canadian Association for Young Children
Artists at the Centre Site Design by Fiona Kinsella