NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1083239
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-2332-3205
Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco
Abdelfattah, Marwa
Universal Journal of Educational Research, v3 n12 p1074-1086 2015
This study aims to uncover how a particular imported philosophy of early childhood education, Reggio Emilia, is implemented in the context of one public and one private preschool in San Francisco. The philosophy of Reggio Emilia is believed to be progressive and to be developmentally appropriate for children in early childhood. The study involved a total of 8 teachers (4 in each preschool), 2 program administrators, and 60 children (30 in each preschool and 15 in each observed classroom). Results from the qualitative data analyses reveal that the private preschool maintains a higher degree of fidelity to the Reggio Emilia approach (REA) than does the public preschool. Results also indicate that there are two main factors that contribute to the aforementioned difference in implementation: school resources and teachers instructional choices. This study helps teachers, parents and researchers in the field of ECE better comprehend what contributes to the pedagogical practices at play in different schools depending on their context.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Preschool Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A