Teacher Attitudes; *Theory Practice Relationship

Drawing frum several weeks of observation and study in Northern Italian preschools, this paper links practices in Reggio Emilia with the theoretical constructs of John Dewey, Susan Isaacs, and Howard Gardner. Part 1 presents background about the preschools of Reggio Emilia, Italy, which are unique both in their respect for the space created for children to help them organize their environment and foster social and cognitive relationships, and in their highly trained and dedicated personnel. Part 2 aligns the philosophical and psychological perspectives of Dewey, Isaacs, and Gardner,'with observable classroom practices. This section indicates that: (1) the influences of Dewey can be seen in Reggio Emilia preschools ' concern and respect for the individual child, recognition that everyone involved affects each child and his or her individual disposition, and success in building a miniature community of learners; (2) Susan Issac's influences can be seen in the "child-sensitive " schools of Reggio Emilia, which use movement to interpret learning and express understanding, and which utilize child-sized, movable furniture; and (3) Howard Gardner's theory of multiple intelligences is reflected in Reggio Emilia's emphasis on in-depth student projects and on developing the sense of self. A chart comparing Dewey, Isaacs, and Gardner on early childhood education theories is included. (AC) Reproductions supplied by EDRS are the best that can be made from the original document.