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We are committed to safeguarding the privacy of our website visitors; this policy sets out how we will treat your personal information.

(1) What information do we collect?

We may collect, store and use the following kinds of personal data:

(a) information about your visits to and use of this website;

[(b) information about any transactions carried out between you and us on or in relation to this website, including information relating to any purchases you make of our goods or services;]

[(c) information that you provide to us for the purpose of registering with us and/or subscribing to our website services and/or email notifications; and]

[(d) OTHER INFORMATION.]1

(2) Information about website visits

We may collect information about you computer and your visits to this website such as your IP address, geographical location, browser type, referral source, length of visit and number of page views. We may use this information in the administration of this website, to improve the website's usability, and for marketing purposes.

[We use cookies on this website. A cookie is a text file sent by a web server to a web browser, and stored by the browser. The text file is then sent back to the server each time the browser requests a page from the server. This enables the web server to identify and track the web browser.

We may send a cookie which may be stored on by your browser on your computer's hard drive. We may use the information we obtain from the cookie in the administration of this website, to improve the website's usability and for marketing purposes. We may also use that information to recognise your computer when you visit our website, and to personalise our website for you. [Our advertisers may also send you cookies.]

Most browsers allow you to refuse to accept cookies. (For example, in Internet Explorer you can refuse all cookie by clicking "Tools", "Internet Options", "Privacy", and selecting "Block all cookies" using the sliding selector.) This will, however, have a negative impact upon the usability of many websites [, including this one].]2

(3) Using your personal data

Personal data submitted on this website will be used for the purposes specified in this privacy policy or in relevant parts of the website.

In addition to the uses identified elsewhere in this privacy policy, we may use your personal information to:

[(a) improve your browsing experience by personalising the website;]

[(b) send information (other than marketing communications) to you which we think may be of interest to you by post or by email or similar technology;]

[(c) send to you marketing communications relating to our business [or the businesses of carefully-selected third parties] which we think may be of interest to you by post or, where you have specifically agreed to this, by email or similar technology [(you can inform us at any time if you no longer require marketing communications to be sent by emailing

[(d) provide other companies with statistical information about our users - but this information will not be used to identify any individual user; and]

[(e) OTHER USES.]4

We will not without your express consent provide your personal information to any third parties for the purpose of direct marketing.

(4) Other disclosures

In addition to the disclosures reasonably necessary for the purposes identified elsewhere in this privacy policy, we may disclose information about you:

(a) to the extent that we are required to do so by law;

(b) in connection with any legal proceedings or prospective legal proceedings;

(c) in order to establish, exercise or defend our legal rights (including providing information to others for the purposes of fraud prevention and reducing credit risk); and

[(d) to the purchaser or seller (or prospective purchaser or seller) of any business or asset which we are (or are contemplating) selling or purchasing.]5

Except as provided in this privacy policy, we will not provide your information to third parties.

[(5) International data transfers

[Information that we collect may be stored and processed in and transferred between any of the countries in which we operate in order to enable us to use the information in accordance with this privacy policy.]

[If you are in the European Union, information which you provide may be transferred to countries (including [the United States], [Japan], [OTHER COUNTRIES]) which do not have data protection laws equivalent to those in force in the European Union. You expressly agree to such transfers.]]6

(6) Security of your personal data

We will take reasonable precautions to prevent the loss, misuse or alteration of your personal information. Of course, data transmission over the internet is inherently insecure, and we cannot guarantee the security of data sent over the internet.

[We will store all the personal information you provide on our secure servers. All electronic transactions you make to or receive from us will be encrypted [using SSL 3D Secure technology, provided by our partners Secure Trading.7

[You are responsible for keeping your password confidential. We will not ask you for your password.]

(7) Policy amendments8

We may update this privacy policy from time-to-time by posting a new version on our website. You should check this page occasionally to ensure you are happy with any changes.

[We may also notify you of changes to our privacy policy by email.]

[(8) Your rights9

[You may instruct us to provide you with any personal information we hold about you. Provision of such information may be subject to the payment of a fee (currently fixed at £10.00).]

[You may instruct us not to process your personal data for marketing purposes. In practice, you will usually either expressly agree in advance to our use of your personal data for marketing purposes, or we will provide you with an opportunity to opt-out of the use of your personal data for marketing purposes. You can also instruct us not to use your personal data for marketing purposes by email (to [[EMAIL]] This e-mail address is being protected from spambots. You need JavaScript enabled to view it ) at any time.]]

(9) Third party websites

The website contains links to other websites. We are not responsible for the privacy policies of third party websites.

(10) Contact

If you have any questions about this privacy policy please dont hesitate to contact us.

When you place an order to purchase a product online from Sightlines Initiative you will receive an email confirming receipt of your order and the details of the order.
All orders have to be paid for before shipment is made.
Payment can be made by
• Credit/debit card – online at time of purchase or by contacting Sightlines Initiative by phone
• Cheque made payable to Sightlines Initiative
• By invoice – on request
If an item is out of stock we will notify you and offer the option of either a refund or a back order for the out of stock item.
Following receipt of payment you will receive an email confirming that your order has been dispatched. Orders will be dispatched within 7 days of receipt of payment.
Delivery Charges
Prices quoted for books exclude postage and packing.
Postage and packing is charged at £3.50 per order in the UK
For information about delivery costs orders to be sent outside UK please contact the office.
Cancellation of order
You have the right to withdraw from the purchase of an item within seven working days after the date the item was delivered.
To cancel your purchase please package the relevant items securely and send to Sightlines Initiative so that we receive it within seven working days of the day after the day received by you.
Customs Charge
If you are ordering goods for delivery outside the EU, please note the order may be subject to import duties and taxes, which are levied once the goods reach the country of destination.  Any such charges must be borne by you.
Liability
If the goods delivered by Sightlines Initiative are not what you are ordered or are damaged SI will have no liability to you unless you inform us in writing to This email address is being protected from spambots. You need JavaScript enabled to view it. within 10 working days.
If you do not receive the goods within 30 days from when they were dispatched to you SI will have no liability to you unless you inform us in writing to This email address is being protected from spambots. You need JavaScript enabled to view it. within 40 working days.

Force Majeure
Sightlines shall have no liability to you for any failure to deliver goods you have ordered or any delay in doing so or for any damage or defect to goods delivered that is caused by any event or circumstance beyond its reasonable control
Governing Law
The contract between us shall be governed by and interpreted in accordance jwoth English law, and the English courts shall have jurisdiction to resolve any disputes between us.
Copyright notice
All design, text, graphics and the selection or arrangement thereof are the copyright of Sightlines Initiative or of other copyright holders.  The use of materials on this site without prior written permission of Sightlines Initiative is strictly prohibited.

Sightlines Initiative

Heaton Education Centre
Trewhitt Road
Newcastle upon Tyne
Tyne and Wear
NE6 5DY

Telephone Number:  0191 261 7666

Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

Website: www.sightlines-initiative.com

Registered Charity No. 1087834

Company No.  08390132

Director

Robin Duckett      
This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Administrator

Karen Spencer
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About Us

Sightlines Initiative develops and demonstrates reflective and creative practice in UK early childhood education through action research projects and professional development activity. We are the UK reference point for Reggio Children, Reggio Emilia, Italy, and are members of the Reggio Children International Network.

We believe children are born innately sociable, curious, competent and creative, and that the role of early years education is to  nurture, value and respect these qualities, and create engaging and meaningful learning environments for children. (See Sightlines' Principles.)

Sightlines' CPD work is run by Sightlines Initiative Ltd, a not-for-profit company managed by a group of Members & Directors.

  • Click Thumbnails for Members' information
  • Robin Duckett
  • Liz Elders
  • Lou Lowings
  • Dr. Christine Merrick
  • Prof. Peter Moss
  • Catherine Reding
  • Karyn Callaghan
  • Wendy Scott, OBE
  • Viviana Fiorentino
  • Gillia Reece-Jones
  • Click Thumbnails for Members' information

    Click Thumbnails for Members' information

  • Robin Duckett

    Robin Duckett

    In 1995 I took a research year off from my job as a nursery teacher in a Newcastle nursery school, in order to make a proposal for a new early childhood centre. The values of this proposal were researchfulness, enquiry, co-construction of knowledge, creativity – of all participants – children, educators, community. During this 'sabbatical year' I read and heard more about Reggio's preschools. "Robin", said one of our steering group wistfully, "you can't talk like this about exploration, listening and imagination as a value, you have to talk about targets".

    However, excitingly, we found this was not the case. Instead, we hosted the first English showing of the Hundred Languages of Children exhibit, and Sightlines was formed. With many others, we are still researching, learning and making. I continue to be inspired to meet and work with others in the work of forming listening pedagogies in UK educational settings.

  • Liz Elders

    Liz Elders

    After training as an early years educator I taught in both nursery and infant schools in the state sector. I then had an opportunity to run my own private nursery for 20 years, which gave me more freedom to explore what my educational values were and to work with people who shared those values and wanted to find a way to put them into practice. The nursery became part of the 5x5x5=creativity project action research project and it was through this that I was introduced to Sightlines Initiative and came to encounter Reggio Emilia.

    Since 2006 I have worked with local nurseries, schools, and education authorities as a project mentor and in professional development as part of the 5x5x5=creativity team in the South West.

    My involvement with Sightlines Initiative has continued over the last 10+ years through seminars, conferences, workshops, the advisory group and supporting development projects with schools and nurseries. I have been involved in the Environments of Enquiry courses since their conception and am interested in how we progress together through professional learning groups and action research. How we embody our values and undergo transformational change remains a fundamental question for me.

  • Lou Lowings

    Lou Lowings

    I am the head teacher at Madeley Nursery School in Telford. Our pedagogical approach is based on relationships between children, their ideas and their encounters with the world. It is a school where educators and children are researchers. In 2000 I came across the work of the preschools in Reggio Emilia and continue to be inspired and delighted by their work. I support the development of practice in Madeley Nursery School through collaboration with educators and academics from across the world.
  • Dr. Christine Merrick

    Dr. Christine Merrick

    I have worked in Early Years education for over forty years, from playgroup supervisor to primary headteacher. During that time I worked as Assistant Principal of Zurich International School with responsibility for Early Childhood which introduced me to a whole new world of international education and inquiry based practice. I chaired the European Council of International Schools Early Childhood committee helping to organize, and running workshops at their Early Childhood conferences. Since returning to the UK I have been lucky enough to continue to work with International Schools around the world. I have also worked in UK local authority Advisory & Inspection Services as an early years specialist and as an additional Inspector leading OFSTED inspections with SERCO as well as doing freelance consultancy and training in the UK and abroad.

    I have been associated with Sightlines Initiative for many years and have enjoyed numerous study weeks in Reggio Emilia including ones focusing on environments with the Domus Academy in Milan and celebrations of the work of Remida. These visits sustain my enthusiasm and feed my belief in the capabilities of young children. Alongside colleagues I have delivered 'Introduction to Reggio Emilia' sessions  and worked as part of the Developing Environments of Inquiry programme. In my free time I am the Chair of Governors of a nursery school and work with school governors on a range of issues. 

     

  • Prof. Peter Moss

    Prof. Peter Moss

    I’ve worked at the Thomas Coram Research Unit at London’s Institute of Education for much of my life, mostly in early childhood but increasingly crossing borders into other fields including democracy in education and the relationship between employment, care and gender. I see myself as part of a resistance movement contesting the current dominant line on early childhood – instrumental, economistic, narrow and technical – and find hope in the continuing work of fellow resisters in Sightlines Initiative.
  • Catherine Reding

    Catherine Reding

    I am a trained primary/early years teacher with a background in music and a love of being in nature. Over the last ten years I have worked in primary and nursery settings in the north of England variously as a teacher, music specialist and education consultant.
  • Karyn Callaghan

    Karyn Callaghan

    In addition to working as an early childhood educator with children and parents for several years, I was a faculty member in the ECE program at Mohawk College and in the Bachelor of Early Childhood Studies program at Charles Sturt University for a total of 30 years.

    Since 1997, I have been exploring the philosophy that has guided the early education programs in Reggio Emilia, Italy. I co-founded and coordinated the Reggio-inspired Artists at the Centre – Making Thinking Visible project throughout its 15 year history. I consulted with Totonto's Ministry of Education as they developed the “Think, Feel, Act” and “How Does Learning Happen?” education vision documents.  I am president of the Ontario Reggio Association, a board member of the North American Reggio Emilia Alliance, and represent Canada on the Reggio Children International Network. 

  • Wendy Scott, OBE

    Wendy Scott, OBE

    Wendy Scott is an early years teacher with extensive experience in the PVI sector as well as schools. Headship of a demonstration nursery school was followed by a senior lectureship at Roehampton University, where she co-ordinated the original advanced diploma in multi-professional studies.

    Wendy has been an early years and primary inspector in London, and has worked across England as an OFSTED Registered Inspector and trainer. She led The British Association for Early Childhood Education and chaired the national Early Childhood Forum before becoming a specialist adviser to the DfES, and working abroad with the British Council and UNICEF. She is has been President of TACTYC, the Association for Professional Development in Early Years, and has judged the Nursery World Nursery of the Year competition since 2008. She was awarded an OBE for services to education in 2015.

  • Viviana Fiorentino

    Viviana Fiorentino

    I am a writer, a hiker, a lover of Earth's nature. All this brought me travelling in Europe. I encountered the Reggio view by chance, through an Emmi Pikler’s group for children and parents in Germany. That was the beginning of a long journey of readings, discovers and learning.

    I am fascinated by the endless diversity of life on Earth. This interest, together with the evolution of my personal life, has brought me to re-think in a wider perspective the responsibility of each individual in its daily life and thus the importance of education in our society. Coming to UK, I felt the necessity to be in connection with other people with similar values, with the common effort of realising something valuable for us as a society and thus for the planet Earth.

    This is why a constant question goes along with me in my daily life: what could education be if we encouraged the innate human desire of inquiry, expression, creation of new knowledge? All this brought me to meet Sightlines Initiative and be involved with it.

  • Gillia Reece-Jones

    Gillia Reece-Jones

    I have been a core member of Sightlines Initiative for many years.

    I have been a qualified nursery-infant teacher for forty-seven years and have had may roles in nursery classes and schools, including managerial and governance.

    I had rather hoped that on retirement I would be leaving the profession in a better place, buoyant and looking positively to the future; sadly that does not appear to be the case and it was this that encouraged me to complete a Masters in Early Childhood to understand what has gone so dreadfully wrong and how can it be corrected.

    I am so dismayed by the loss of autonomy and professional status I once had as a young teacher. It seemed to disappear with the implementation of a National Curriculum, EYFS and Ofsted.

    The study visits to Reggio Emilia have brought a breath of fresh air over the years; in our setting we could see a slight glimmer of hope that even within the restrictive demands of our national policies, we still could choose to implement a relational pedagogy that created environments of inquiry supporting autonomy and collaboration at the children’s own pace. Pedagogical documentation and reciprocity amongst staff and parents provided the opportunity to analyse rather that narrate children’s learning, and it was transformative. Having had this experience first hand, I am eager to encourage other settings to begin/continue a journey with this relational pedagogy. Sightlines Initiative offers focused guidance for settings in Focus groups as they work with the values of this pedagogy to inform their principles of practice; my role is to offer analysis of the evolving practice of each setting  within Focus groups.

    If you want to have a voice in the future of Early Childhood Education and Care, then please join many others and complete our ‘Be a Champion!’ form.

    Thank you, Gillian

Sightlines' regional project work and fundraising is run by Sightlines Initiative Charitable Trust with a board of Trustees drawn from early childhood education, business and arts.

  • Viviana Fiorentino
  • Kate Cowan
  • Dr. Diana Sousa
  • Hannah Young
  • Viviana Fiorentino

    Viviana Fiorentino

    I am a writer, a hiker, a lover of Earth's nature. All this brought me travelling in Europe. I encountered the Reggio view by chance, through an Emmi Pikler’s group for children and parents in Germany. That was the beginning of a long journey of readings, discovers and learning.

    I am fascinated by the endless diversity of life on Earth. This interest, together with the evolution of my personal life, has brought me to re-think in a wider perspective the responsibility of each individual in its daily life and thus the importance of education in our society. Coming to UK, I felt the necessity to be in connection with other people with similar values, with the common effort of realising something valuable for us as a society and thus for the planet Earth.

    This is why a constant question goes along with me in my daily life: what could education be if we encouraged the innate human desire of inquiry, expression, creation of new knowledge? All this brought me to meet Sightlines Initiative and be involved with it.

  • Kate Cowan

    Kate Cowan

    I'm a researcher at UCL Institute of Education interested in young children's play, creativity, literacies and digital technologies.

    Before joining UCL IOE I worked as a nursery teacher in a children's centre in Cambridgeshire and I remain committed to connecting research and practice. I have written for early years teachers, students and the general public, and previously taught and led modules on the MA in Early Years Education programmes at UCL IOE.

    I visited Reggio Emilia in 2015 and have been involved in Sightlines and the ReFocus network for many years, including currently acting on the steering group for London ReFocus. 

  • Dr. Diana Sousa

    Dr. Diana Sousa

    I currently teach a range of modules on the BA (Hons) Education Studies at Winchester University with particular references to policy, education and society; progressive and participatory approaches within education and early childhood.

    Originally from Portugal, I arrived in the UK in 2007 as an early-years educator with a passion for arts, democracy and social justice. I worked in different ECE settings with democratic practices at the heart.

    Prior to coming to Winchester, I pursued my passion for democracy by acting as the Students’ Union President of the Institute of Education Students’ Union. This is where I completed my MA in Comparative Education, developing a profound interest for understanding education systems, policies and practices around the globe, leading to a doctorate in Eduction.  MyPhD scrutinised how democracy is described and interpreted both historically and in education policy, whilst providing an understanding of how democracy is enacted in early childhood education in Portugal.

  • Hannah Young

    Hannah Young

    I am a qualified lawyer and worked in the corporate finance team of an investment bank (specialising in investment funds) for many years. However, inspired by my children, I am now pursuing a career in early childhood education, currently undertaking an MA in Education.

    I have always been fascinated by the way in which we build knowledge, making connections between experiences and encounters, exploring and researching along the way. From birth, I saw that children are free to imagine, unrestricted by purpose or instruction, and through play, they begin to develop their own understanding of an object by testing theories, improvising by trial and error and beginning to think creatively. It is this concept of thinking critically and creatively which I find particularly interesting and as a parent I find myself continually observing and listening for signs of the beauty or possibilities a child can see or hear, that which an adult does not.

    I believe that as educators and as parents, we have a duty to listen to children, giving them the time and space to explore the world. We also, in my opinion, have a duty to try to change the perception of early childhood education in the UK, a mission I am very passionate about, having the perspective of a parent, an educator and an academic. I believe the connotations attached to childcare provision in this country, be it opinions relating to the setting itself or the educators who tirelessly and limitlessly love and support the nation’s children, may only be altered through information sharing so that parents, grandparents and carers are enabled to imagine an image of the child in a way they might not have considered possible, to understand the role of play in every child’s life and to be given an opportunity to make their own connections through participation, building knowledge of the role of early childhood education.

    Put simply, it is the adults rather than the children who require educating in this instance.

Sightlines Initiative Network

is a subscriber group for all - educational centres, parents, individuals, researchers -  who ascribe to Sightlines Initiative's principles and wish to develop their understandings, ideas and practice in a community.

Further Background and history

Reggio Emilia

Reggio Emilia is a small city in northern Italy. After the second world war citizens of Reggio began to construct their own preschools and educational approach for young children, and they are now in the forefront of international early childhood education.

Since 1999, Sightlines has been the UK reference point for the Reggio Emilia Approach, and is a member of Reggio Children International Network.

The schools 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 embraced creativity, listening to children, community involvement, democratic citizenship, professional dialogue and documentation of learning processes. There are now 78 municipal preschools and infant toddler centres in Reggio Emilia, and their approach is an inspiration to educators around the world. 

reggio children2

Reggio's Approach: some key principles

All children have potential
Our image of the child is rich in potential, strong, powerful, competent and, most of all connected to adults and other children. Loris Malaguzzi

From birth the child has the need and the right to communicate and interact with others. Through energy and curiousity the child constructs his/her own learning.

Children are connected
The child is a member of a family and a community rather than an isolated individual. The child learns through interaction with peers, adults, objects and symbols. Preschool centres are seen as a system of relations embedded in a wider social system.

The reciprocity of children
Children are very open to exchanges and reciprocity as deeds and acts of love which they not only want to receive but also to offer. These form the basis of their ability to experience authentic growth, dependent on the elements listed above, as well as on conflict and error. Carlina Rinaldi

Children are communicators
 Children have the right to use many forms of symbolic representation: words, movement, drawing, painting, building, sculpture, shadow play, collage, dramatic play, music (the "hundred languages"). In this way children are able to explore and communicate ideas in many different ways, and are able to link ideas across different media.

The environment is the third teacher
Space is designed to encourage encounters, communication and relationships. There is order and beauty in the organisation of materials; every corner of space has an identity and purpose. The piazza and the atelier are at the heart of the preschool centre.

Educators are partners, nurturers and guides
Educators and artists (atelierista) facilitate children's exploration of themes - short- or long-term projects - and guide experiences of open-ended discovery and problem-solving. They observe and listen closely to children in order to deepen their understanding of the children's ideas and their ways of working together. They reflect in groups to analyse their observations and decide how to further support the children's learning.

Educators are researchers
The educators work together, sharing their observations and interpretations about how the children are exploring and interacting. They develop their own research based around how best to support particular aspects of children's learning.

Documentation as a learning tool
Careful consideration and attention are given to the presentation of the thinking of the children and the adults who work with them. Transcriptions of children's words and dialogues, photographs and drawings are used for groups of adults and children to reflect on the learning that is taking place. The documentation enables children, educators and parents to share each other's learning, not just at the end of a learning process but as an aid to a continuing group idea.

Families as partners
Families have an active role in children's learning experience. They are encouraged to share their ideas and experiences of their children's learning, and are able to see what has been happening in school through documentation and discussions.
  

“If we believe that children possess their own theories, interpretations and questions, and that they are co-protagonists in their knowledge-building processes, then the most important verb in educational practice is no longer to talk, to explain, to transmit, but to listen.” Carlina Rinaldi (1998)

We have some very useful introductory articles here, to get you started.

For more information please visit the Reggio Children Foundation website, the Reggio Children website, and other places on this website.

 

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