Universal Journal of Educational Research Vol. 3(12), pp. 1074 - 1086
DOI: 10.13189/ujer.2015.031217
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Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco

Marwa Abdelfattah *
Graduate School of Education, The American University in Cairo, Egypt


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

Developmentally Appropriate Practice, Reggio Emilia, Teachers' Beliefs, Regulations, Teachers' Instructional Choices, School Resources, Private Preschools, Public Preschools, Qualitative Research

Cite this paper
Marwa Abdelfattah . "Realizing a Progressive Pedagogy: A Comparative Case Study of Two Reggio Emilia Preschools in San Francisco." Universal Journal of Educational Research 3.12 (2015) 1074 - 1086. doi: 10.13189/ujer.2015.031217.