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- Edwards, C., Gandini, L., & Forman, G. (Eds.). (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
- Gandini, L. (2003). Foundations of the Reggio Emilia approach. In J. Hendrick (Ed.), Next steps toward teaching the Reggio way: Accepting the challenge to change (pp. 13–26). Upper Saddle River, NJ: Prentice Hall.
- National Association for Gifted Children. (2006, November). NAGC position paper on early childhood: Creating contexts for individualized learning in early childhood education. Retrieved February 1, 2007, from http://www.nagc.org/uploadedFiles/PDF/Position_Statement_PDFs/Early%20Childhood%20PositionFinal.pdf.
- Nimmo, J. (1998). The child in community: Constraints from the early childhood lore. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children (2nd ed., pp. 295–312). Norwood, NJ: Ablex.
- Vecchi, V., & Giudici, C. (Eds.). (2004). Children, art, artists: The expressive languages of children, the artistic language of Alberto Burri. Reggio Emilia, Italy: Reggio Children.
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- Volume 30
- Issue 3
- Publication Date: Summer 2007
How Many Languages Can Reggio Children Speak? Many More Than a Hundred!
Jinju Kang
In June 2005, I had an exciting opportunity to see the schools in Reggio Emilia, Italy, that are well known for the phrase, “the hundred languages of children” (Edwards, Gandini, & Forman, 1993). Historically, parents established the schools after World War II. Now there are more than 21 city-run preschools, 13 infant-toddler centers, and 12 schools owned and operated as cooperatives (Gandini, 2003).
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