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Food education has traditionally focused on health-oriented issues like improving or developing healthy eating habits, combatting obesity and/or eating disorders. Aspects regarding the emotional, relational and sensory aspects of food and taste have often not been considered among the main aims of teaching/learning, although in recent years there has been a shift towards recognising the importance of the role of food in
education. Jennifer’s research, stemming from three case studies, offers concrete examples of what learner-centred, sense-based food and taste education can look like as well as
insight into the thinking underlying the Reggio approach to food and taste education.

Jennifer Coe has a background in fine art and the humanities. She lives in Italy and has worked as an atelierista since 2010. Currently she is completing her PhD in “Reggio Childhood Studies” at the Università di Modena and Reggio Emilia. Her research interests include food & taste education and play & learning.

London ReFocus is part of the Sightlines Initiative network, bringing together educators, artists, researchers and others interested in developing a creative and reflective approach to
early years education, inspired by the practice of Reggio Emilia.

“Listening is an active verb that involves giving meaning and value to the perspective of others” – Prof. Carla Rinaldi

In this open meeting we will be celebrating the work of Carlina Rinaldi by exploring the concept of ‘listening’ in early years practice. As a pedagogista in Reggio Emilia, and later president of Reggio Children, Carlina developed a profound legacy of thinking in relation to young children’s education. Together we will explore the idea of ‘listening’ as an active, engaged process of recognition and consider connections to practice by reflecting on what listening looks like in our own settings, how we might listen deeply and attentively to children’s ‘hundred languages’, what to do with our noticings, and potential challenges involved in such an approach.

There is a short suggested pre-reading for this meeting, looking at key elements of Carlina’s ‘Pedagogy of Listening’, which will be sent to those registered. Please also come with examples and/or questions you have relating to listening in your own practice.

The session will be led by Dr Penny Lawrence, Associate Professor of Early Childhood Education at UCL Institute of Education, who formerly worked in Reggio Emilia’s video documentation centre, supported by the London ReFocus network.

London ReFocus is part of the Sightlines Initiative network, bringing together educators, artists, researchers and others interested in developing a creative and reflective approach to early years education, inspired by the practice of Reggio Emilia.

Please contact Melanie O’Leary if you have any questions about the event: This email address is being protected from spambots. You need JavaScript enabled to view it.

Alessandra Braglia: Pedagogista of Reggio Emilia's Preschools

An Introduction to Lived Values and Practice

The preschools of Reggio Emilia, a historic town in Northern Italy, evolved through community actions following  WWII. They were built on the premise to teach children to think for themselves and with an image of the child as rich in potential, strong, powerful and competent. The schools embrace creativity, listening to children, community involvement, democratic citizenship, professional dialogue and documentation of learning processes. There are now over 78 municipal preschools and infant toddler centres in Reggio Emilia, and their approach is an inspiration to educators around the world. 

Since 1997, many thousands of UK educators have encountered the preschools, through visits, talks, exhibitions in the UK and in Italy. These encounters have been a strong influence in practice and in policy, and we are now excited to be renewing the dialogues with new generations of educators.

You can read more  on our website HERE, and also on Reggio Children's website. 

We are delighted that Alessandra Braglia, who works in four of Reggio's Early Childhood Centres, will be the voice of Reggio in this introduction, and will also be leading our in-depth day in London on February 14th.

This is a one-hour session for people interested in participating in the April 2026 Reggio Study Week . When you register you'll receive a Zoom link for the session, then please email This email address is being protected from spambots. You need JavaScript enabled to view it. outlining your main questions (remember there's lots of information already in the Event details.)

"honing early childhood education from the principles of relationship, encounter, enquiry, exchange and expression"

Introducing Sightlines Initiative pedagogical principles which have been articulated in close relationship with the experiences and practices of our colleagues in Reggio Emilia.

Our principles have been developed over many years in the UK context. How can Reggio-related pedagogical principles be practiced in the UK? The session will introduce the Sightlines Initiative principles and illustrate them with experiences from Early Years and Primary School contexts.

The construction of this relationship-rooted education expects educators to be listeners, researchers, co-constructors and proactive. Internationally speaking, UK early childhood educators are comparatively under-supported, under-qualified and under-paid. But all staff groups are able to become wonderful, researchful teams – we have seen this transformation as staff prioritise the setting as a place of relationships and find the courage and energy to ask good questions:

• What are ways in which we can resource and support children in enlivening their curiosity, confidence, daringness, absorption, questioning, exhilaration? 
• What are  ways we can find to bring these children together to discuss, agree and disagree? To engage in significant learning groups, delving into important ideas, experience and construction of knowledge? 
• What are ways in which we can enable their sociable autonomy and rightful importance as citizens?

Sightlines Initiative: principles & characteristics for a relational pedagogyOur pre-schools, centres, schools can all be places of delight and research for children, for educators, families, communities. The aspirational journey can have a sound beginning in the fundamental enquiry – 'How do we learn to live well together?