Impact of the Reggio Emilia Approach through Short-Term Study Abroad and the Lenses of Lundy’s Model - Space, Voice, Audience, and Influence

Oct 15, 2026

Uploaded by dawugda

A faculty-led short-term study abroad to Reggio Emilia, Italy, investigated how undergraduate teacher candidates interpret and apply the Reggio Emilia Approach in U.S. classroom contexts. Over 2016–2019, 12 candidates’ survey (n=12) and focus group (n=7) responses were analyzed using Lundy’s (2007) child participation model and its lenses: space, voice, audience, and influence. Findings show strengthened understanding and appreciation, alongside challenges in receiving support to translate philosophy into practice. Participants reported limited confidence to implement changes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Reggio Emilia, Italy and the Reggio Emilia Approach

Context and institutional development

Lundy’s Model of Participation

Educational Considerations | Volume 49 Number 3 | Article 5 | | --- | --- | | April 2024
Impact of the Reggio Emilia Approach through short term study abroad and the lenses of Lundy's model: Space, voice, audience, and influence
Sandra H. Seipel
Northwest Missouri State University, [sseipel@nwmissouri.edu](sseipel@nwmissouri.edu)
Victoria Seeger
Northwest Missouri State University, [vseeger@nwmissouri.edu](vseeger@nwmissouri.edu)
Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)
Part of the Early Childhood Education Commons, Educational Methods Commons, and the Elementary Education Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. | | Recommended Citation Seipel, Sandra H. and Seeger, Victoria (2024) "Impact of the Reggio Emilia Approach through short term study abroad and the lenses of Lundy's model: Space, voice, audience, and influence," Educational Considerations: Vol. 49: No. 3. [https://doi.org/10.4148/0146-9282.2372](https://doi.org/10.4148/0146-9282.2372) This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu). Impact of the Reggio Emilia Approach through Short-Term Study Abroad and The Lenses of Lundy’s Model: Space, Voice, Audience, and Influence Sandra Seipel and Victoria Seeger Introduction Undergraduate teacher candidates participated in a faculty-led, short-term study abroad to Reggio Emilia in Italy to further their knowledge about the educational philosophy used within the school setting and for the purpose of examining how philosophy might be applied in school settings in the United States. The faculty-led, short-term study abroad included two days of travel, two days of sightseeing, and four days of lecture, atelier experiences, visits to infant toddler centers and preschools, and encounters with atelieristas, pedagogistas, and Reggio educators. Undergraduate teacher candidates (hereafter referred to as teacher candidates) met three times prior to travel to discuss philosophy and travel arrangements. Each teacher candidate was provided a journal to be used for note-taking and reflections while in Reggio Emilia. Teacher candidates used a thinking routine, Wish-Wonder-Wow, to provide structure for notes and reflections. While in Reggio Emilia, teacher candidates shared reflections nightly in a group format. This study examines 12 teacher candidates’ perspectives from these study abroad experiences that occurred over a four-year period from 2016-2019. The researchers include a faculty member leading the study abroad for two of the years as well as another faculty member who has experienced the Reggio Emilia setting in Italy. At the time of the study, the teacher candidates who participated in the study abroad were student teaching or had graduated and were teachers with one to three of years of experience. Their responses to a survey (n=12) and focus group interviews (n=7) are viewed through the lenses of the four factors in Lundy’s (2007) model of including children in decision-making and focused on space, voice, audience, and influence in reference to Article 12 of the United Nations Convention on the Rights of the Child (United Nations General Assembly, 2002) . Through this study, the researchers learned teacher candidates’ thinking and philosophical struggles with classroom implementation. Survey and focus group data indicated that short-term study abroad enhanced teacher candidates ’ understanding and appreciation of the Reggio Emilia Approach to Education. However, teacher candidates felt a lack of support and guidance as a new teac

FAQs

How was the study abroad experience structured for the teacher candidates?

Teacher candidates participated in faculty-led short-term study abroad in Reggio Emilia, including travel, sightseeing, lectures, atelier experiences, and visits to infant-toddler centers and preschools. They also completed pre-travel discussions and used a journal for notes and reflections.

What data sources were used to examine the teacher candidates’ perspectives?

The study analyzed survey responses from 12 teacher candidates and focus group interviews with 7 participants.

What were the key results regarding the Reggio Emilia Approach?

Short-term study abroad improved teacher candidates’ understanding and appreciation of the Reggio Emilia Approach. However, participants reported insufficient support and guidance to implement the philosophy in their classrooms, resulting in reduced confidence to enact change.

Oct 15, 2026

Uploaded by dawugda