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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/impact-of-the-reggio-emilia-approach-through-short-term-study-abroad-and-the-lenses-of-lundys-model-space-voice-audience-and-influence/602245/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/impact-of-the-reggio-emilia-approach-through-short-term-study-abroad-and-the-lenses-of-lundys-model-space-voice-audience-and-influence/602245.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the study abroad experience structured for the teacher candidates?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources were used to examine the teacher candidates’ perspectives?",{"text":117,"@type":113},"The study analyzed survey responses from 12 teacher candidates and focus group interviews with 7 participants.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key results regarding the Reggio Emilia Approach?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602245,1792190840,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Educational Considerations  \n\n| Volume 49  Number 3 | Article 5 |\n| --- | --- |\n| April 2024\u003Cbr>Impact of the Reggio Emilia Approach through short term study abroad and the lenses of Lundy's model: Space, voice, audience, and influence\u003Cbr>Sandra H. Seipel\u003Cbr>Northwest Missouri State University, [sseipel@nwmissouri.edu](sseipel@nwmissouri.edu)\u003Cbr>Victoria Seeger\u003Cbr>Northwest Missouri State University, [vseeger@nwmissouri.edu](vseeger@nwmissouri.edu)\u003Cbr>Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)\u003Cbr> Part of the Early Childhood Education Commons, Educational Methods Commons, and the Elementary Education Commons\u003Cbr>\u003Cbr>This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. |  |\n\nRecommended Citation  \nSeipel, 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)  \nThis 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).  \nImpact of the Reggio Emilia Approach through Short-Term Study Abroad and The Lenses of Lundy’s Model: Space,  \nVoice, Audience, and Influence  \nSandra Seipel and Victoria Seeger  \nIntroduction  \nUndergraduate teacher candidates participated in a faculty-led, short-term study abroad to  \nReggio Emilia in Italy to further their knowledge about the educational philosophy used within  \nthe school setting and for the purpose of examining how philosophy might be applied in school  \nsettings in the United States. The faculty-led, short-term study abroad included two days of  \ntravel, two days of sightseeing, and four days of lecture, atelier experiences, visits to infant  \ntoddler centers and preschools, and encounters with atelieristas, pedagogistas, and Reggio  \neducators. Undergraduate teacher candidates (hereafter referred to as teacher candidates) met  \nthree times prior to travel to discuss philosophy and travel arrangements. Each teacher candidate  \nwas provided a journal to be used for note-taking and reflections while in Reggio Emilia.  \nTeacher candidates used a thinking routine, Wish-Wonder-Wow, to provide structure for notes  \nand reflections. While in Reggio Emilia, teacher candidates shared reflections nightly in a group  \nformat. This study examines 12 teacher candidates’ perspectives from these study abroad  \nexperiences that occurred over a four-year period from 2016-2019. The researchers include a  \nfaculty member leading the study abroad for two of the years as well as another faculty member  \nwho has experienced the Reggio Emilia setting in Italy. At the time of the study, the teacher  \ncandidates who participated in the study abroad were student teaching or had graduated and were  \nteachers with one to three of years of experience. Their responses to a survey (n=12) and focus  \ngroup interviews (n=7) are viewed through the lenses of the four factors in Lundy’s (2007)  \nmodel of including children in decision-making and focused on space, voice, audience, and  \ninfluence in reference to Article 12 of the United Nations Convention on the Rights of the Child  \n(United Nations General Assembly, 2002) . Through this study, the researchers learned teacher  \ncandidates’ thinking and philosophical struggles with classroom implementation. Survey and  \nfocus group data indicated that short-term study abroad enhanced teacher candidates ’  \nunderstanding and appreciation of the Reggio Emilia Approach to Education. However, teacher  \ncandidates felt a lack of support and guidance as a new teac","cbCaitybXVP4p0iI","https://ap.wps.com/l/cbCaitybXVP4p0iI","pdf",354580,"English","# Introduction\n# Reggio Emilia, Italy and the Reggio Emilia Approach\n## Context and institutional development\n# Lundy’s Model of Participation","[{\"question\":\"How was the study abroad experience structured for the teacher candidates?\",\"answer\":\"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.\"},{\"question\":\"What data sources were used to examine the teacher candidates’ perspectives?\",\"answer\":\"The study analyzed survey responses from 12 teacher candidates and focus group interviews with 7 participants.\"},{\"question\":\"What were the key results regarding the Reggio Emilia Approach?\",\"answer\":\"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.\"}]","Impact of the Reggio Emilia Approach through Short-Term Study Abroad and the Lenses of Lundy’s Model - Space, Voice, Audience, and Influence | PDF",1792094320]