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Book Review
Book Review: Working in the Reggio Way: A Beginner's Guide for American Teachers by Julianne Wurm
Short Description (25 words): A practical, approachable introduction to Reggio Emilia’s core principles, tailored for American classrooms, emphasizing relationships, environment, reflection, and teacher as researcher.
Keywords: Reggio Emilia, Teacher Reflection, Classroom Practice
Introduction
Julianne Wurm’s Working in the Reggio Way is exactly what it claims to be: a beginner’s guide. But don’t be fooled by the modest subtitle—this slim volume offers clarity and encouragement without watering down the core ideas of the Reggio Emilia approach. In fact, its brevity is one of its strengths.
For educators in the United States who find Reggio both inspiring and intimidating, Wurm offers a conversational and grounded entry point. Her background as both an American teacher and a student of the Reggio philosophy positions her as a kind of bridge between cultures. She doesn’t try to translate Reggio Emilia into a checklist or curriculum. Instead, she helps teachers think about how they might work in the spirit of Reggio.
This is especially useful for those of us who believe deeply in child-led learning, aesthetic environments, and relational teaching—but are also navigating school systems with rigid expectations. Wurm doesn’t promise an escape. But she offers strategies, reflections, and affirmations that can help educators move closer to what they value, even in imperfect contexts.
Reggio-Inspired Core Values
Wurm organizes the book around key concepts that define Reggio-inspired work: listening, environment as teacher, collaboration, documentation, and teacher as researcher. Each section is concise and direct, with anecdotes and practical suggestions woven throughout.
This isn’t theoretical writing. It’s a conversation. Wurm speaks directly to the reader, often in second person, as if sitting across from you in a planning meeting. That tone is empowering—it affirms that you don’t need a special degree or designer furniture to begin. You just need the willingness to slow down, to notice more, and to listen carefully to the children in front of you.
"It’s not about replicating Reggio Emilia—it’s about learning to think differently."
This core message threads through the entire book. Reggio isn’t a brand; it’s a way of being. And Wurm wants you to feel free to adapt, reflect, and grow your own version of that way.
Small Shifts, Big Impact
One of the book’s strengths is how it validates small changes. Wurm doesn’t ask teachers to overhaul everything at once. Instead, she invites them to observe more intentionally, to rearrange a space with children in mind, or to begin documenting a conversation or project.
This approach is deeply respectful of teachers’ realities. Rather than positioning transformation as a top-down initiative, Wurm locates it in daily decisions. She knows many educators are working in crowded rooms with limited budgets. And yet, she insists, we can still create beauty, inquiry, and relationship.
Documentation and Reflection
Wurm dedicates a full chapter to documentation, describing it as a practice of noticing and revisiting learning. She offers approachable examples, from simple transcriptions to photo displays, and emphasizes that documentation is not about showing off—it’s about understanding and deepening learning.
She also highlights the role of reflection, both individual and collective. Teachers are encouraged to see themselves as learners, to ask questions, to be vulnerable. This aligns with what I’ve come to believe: that reflection isn’t an add-on, it’s the heart of meaningful teaching.
Cultural Realism, Personal Encouragement
Importantly, Wurm is not idealistic. She’s clear about the differences between Reggio Emilia and American schools. But she doesn’t dwell there. Instead, she models what it looks like to work with what you have. This tone—honest, but hopeful—is part of what makes the book so helpful.
You won’t find grand theories or elaborate photo spreads. But you will find a mirror and a companion. Wurm validates the reader’s intention to teach with care, curiosity, and responsiveness—and offers steady encouragement along the way.
Conclusion
Working in the Reggio Way is one of the best starting points for educators interested in Reggio Emilia but unsure where to begin. It meets teachers where they are—without condescension, without guilt—and gently nudges them toward more reflective, relational practice.
It’s a reminder that Reggio-inspired education is not about having the right materials or replicating Italy. It’s about how we see children. How we listen. And how we choose to teach.
Related Books and Resources:
- Authentic Childhood by Susan Fraser
- The Language of Art by Ann Pelo
- Emergent Curriculum in Early Childhood Settings by Susan Stacey
- In the Spirit of the Studio by Lella Gandini, Louise Cadwell, and Carolyn Edwards
Key Takeaways & Next Steps (For Educators and Parents)
What You Can Do Tomorrow:
- Choose a moment in your day to pause and observe without directing. What are the children communicating through their actions, gestures, or choices?
- Rearrange a small area of your environment to invite exploration. Ask children to help set it up and describe how they might use it.
- Capture one interaction—a conversation, a creative act, a shared moment—and revisit it with the children. Ask, “What were you thinking here?” and “What might we do next?”
Longer-Term Shifts to Consider:
- Make documentation a regular, integrated part of your routine. Begin by focusing on one child or one recurring moment each week and reflecting on what it reveals.
- Begin shifting from planning in advance to planning responsively. Let emerging interests, questions, and social dynamics shape your learning invitations.
- Create consistent rhythms of reflection—not only for children but for yourself. This might take the form of journaling, audio notes, or weekly conversations with others who share your values.
Questions to Live With:
- How do I show children that their questions matter?
- In what ways do my daily habits reflect (or limit) my trust in children’s capacity to construct meaning?
- What might change if I treated the ordinary moments of the day as worthy of deep attention and care?