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_ a sense of security on the part of the children,

_ an organization of space that allows for activity independent of the teacher,

_ open-ended materials,

_ active two-way communication between children and teacher,

_ teachers who are at ease with children's unusual choices about how to deal with materials and equipment,

_ and a pervasive sense of satisfaction in being there.

I would like to present what is happening in one particularly well-documented example, the program found in the city of Reggio Emilia, Italy. Baji Rankin will illustrate how educators in Reggio Emilia approach a specific project in her article, "Inviting Children's Creativity" (see page 38).

Creativity in Reggio Emilia, Italy

Reggio Emilia is a town of 130,000 inhabitants located in the northern, highly developed part of the Italian peninsula.Their municipal early education program originated in schools started by parents at the end of World War II. The city now runs 22 pre-primary schools for children aged three to six, as well as 13 infant-toddler centers for children under the age of three. The program is virtually free for parents who have children in the older group, and it has a sliding scale fee based on income for parents of the younger group. Within this program, 47% and 35% of the two age groups, respectively, are served.

This early education school system is supported by the whole community. It has developed into the excellent program it is today through many years of strong commitment and cooperation among parents and educators. The entire community considers both education and care as necessary components of a high quality full-day program.

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