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.
The Ontario Trillium Foundation is
an agency of the Ministry of Culture, which receives annually $100 milllion in government funding generated through Ontario’s
charity casino initiative.
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:
Umbrella Family and
Child Centres of Hamilton
Today's Family Early Learning and Child Care
Find out more about the many supports provided by Today's Family for children
Karyn Callaghan, M.Ed,
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.
ORAs 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
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
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
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
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
Edwards, C., Gandini, L., & Forman, G. (Eds.) ( (2012). The hundred languages of children: The Reggio
Emilia experience in transformation (3rd ed.). Santa Barbara: Praeger.
Fleet, A., Patterson, C., & Robertson,
J. (2006). Insights: Behind early
childhood pedagogical documentation. Castle Hill, New South Wales, AU: Pademelon Press.
Fraser, S. (2012). Authentic childhood: Experiencing Reggio Emilia in the
classroom (2nd ed.). Scarborough Ontario: Nelson Education.
V.R., Stremmell, A.J., & Hill, L.T. (2002). Teaching and learning: Collaborative
exploration of the Reggio Emilia approach. Upper Saddle River, NJ.: Merrill Prentice Hall.
Gandini, L., Hill, L., Cadwell, L., & Schwall, C.
(2005). In the spirit of the studio:
Learning from the atelier of Reggio Emilia. New York: Teachers College
Gandini, L., Etheredge, S., & Hill, L. (2008). Insights and inspirations from Reggio
Emilia. Worcester, MA: Davis Publications Inc.
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.
Hoyuelos, A. (2013). The ethics in Loris Malaguzzi’s
philosophy. Reykjavik: Ísalda.
Katz, L.G. & Cesarone, B. (1994). Reflections
on the Reggio Emilia approach. Urbana IL: ERIC Clearinghouse.
L., & Wharton, P. (2008). An encounter
with Reggio Emilia: children’s early learning made visible. New York: Routledge.
Krechevsky, M., Mardell, B., Rivard, M., &
Wilson, D. (2013). Visible learners:
Promoting Reggio-inspired approaches in all schools. New York: John Wiley & Sons Inc.
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.
Children (2011). The wonder of
learning: The hundred languages of children. Municipality of Reggio
Emilia: Reggio Children SRL.
Reggio Children (2004). Children, art, artists: The expressive
languages of children, the artistic language of Alberto Burri.
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.
Stacey, S. (2011). The unscripted classroom: Emergent curriculum in action. 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. (Ed.) (2002).
Theater curtain: The ring of transformation. Reggio Emilia: Reggio Children.
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. (2010). Art and creativity in Reggio Emilia:
Exploring the role and potential of ateliers in early childhood education. New
Wien, C.A. (2004). Negotiating Standards in the Primary Classroom: The Teachers 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.
C.A. (2014). The power of emergent
curriculum: Stories from early childhood settings. Washington DC:
National Association for the Education of Young Children.
There are relevant articles in the National Association for the Education of
Young Children’s journal "Young Children" (the November 1993 issue
had a number of particularly good articles) as well as in the Canadian
Association for Young Children’s journal "Canadian Children".
American Reggio Emilia Alliance
Canadian Association for Young Children
Association for the Education of Young Children
Artists at the Centre Site Design by Fiona Kinsella