ECRC Practice Associates Explore Connections Between Reggio Emilia and Expressive Therapies

University of Louisville Early Childhood Research Center (ECRC) practice associates Jade Finley and Rebecca Klukowski have co-authored a manuscript exploring how the Reggio Emilia approach to early childhood education can inform art therapy, music therapy and classroom practice.

Finley, M.Ed., LPATA & ATR-P Candidate in the College of Education and Human Development, and Klukowski, a music therapy intern in the School of Music’s Department of Music Therapy, collaborated on Listening in a Hundred Languages: Bridging Reggio Emilia Principles and Early Childhood Practice with Expressive Therapies. Drawing on their experiences during a university-led study tour to Reggio Emilia, Italy, the authors examine how creative expression, thoughtfully designed environments and recognition of children’s capabilities can inform interdisciplinary practice.

The manuscript has been submitted to the North American Reggio Emilia Alliance for consideration for publication in its journal, Innovations in Early Education: The International Reggio Emilia Exchange.

About the Manuscript

This practitioner reflection explores the intersection of the Reggio Emilia philosophy and expressive therapies within early childhood contexts. Following a university-led study tour to Reggio Emilia, Italy, student-practitioners specializing in art therapy and music therapy engaged in a collaborative reflection on their experiences. This article details their insights into how the Reggio concept of the "Hundred Languages of Children," the role of the environment as the third teacher, and the image of the child as capable and competent can transform therapeutic interventions and classroom practice. By weaving together personal narratives, observational data, and practical applications, the authors demonstrate how early childhood educators and therapists can collaborate to foster holistic, creative, and child-led healing environments. Implications for interdisciplinary practice in early elementary and early childhood settings are discussed.

Keywords: Reggio Emilia, early childhood education, art therapy, music therapy, interdisciplinary collaboration, pedagogical documentation, hundred languages