Reggio Children, Italy, and Project Zero, 2001;
Illus. softbound, 368 pp.
To what extent is individual learning reinforced and enhanced or, on the contrary, stifled and inhibited, in a learning group? Does group learning actually exist? Can a group construct its own way of learning? To what extent can documentation foster new ways of learning? What is the relationship between documentation and assessment? These are some of the questions examined in this research project carried out from 1997 to 1999 by Harvard’s Project Zero and Reggio Children, involving teachers and pedagogistas from the Municipal infant-toddler centers and preschools of Reggio Emilia.