Sightlines Initiative

promoting creative and reflective practice in early childhood education


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Indications - Preschool and Infant-Toddler Centres

An English translation of the Italian booklet produced for parents, and indeed anyone in the community, by the Municipality of Reggio Emilia.

It is a synopsis and introduction to the values and practice of the preschools: an essential companion for any visitor or interested enquirer.

"The development of Indications, carried out with wide community involvement and participatory consultation, represents an important achievement in ensuring that the guiding criteria for operating the early childhood services are transparent, shared, and put into practice, criteria deriving in large part from the actual history of these educational services."

Published April 2010 from the original Italian version (2009)


Learning to Learn in Nature

Have you ever wondered what would happen

  • if children were given day-long, year-long opportunities to be in nature and explore wildness?
  • if educators recognised how daring and imaginative children become in the wild outdoors?
  • if educators and children, working together, used their classroom as a studio for the exploration and exchange of fascinatig ideas and questions?

In this book you will find some answers to these questions - and to many more.  [ downloadable flyer

Robin Duckett & Mary Jane Drummond


Making Learning Visible

Children as Individual and Group Learners'. From the research project conducted by Project Zero at Harvard School of Education and Reggio Children.

Involves teachers and pedagogistas from the Municipal Infant-toddler Centers and Preschools of Reggio Emilia and researchers at Project Zero.

This is a crucial resource for all teams of educators, heads, managers engaged in researching and extablishing creative, reflective pedagogy.
Published by Reggio Children (2001)


Mobility of Expression

The importance of looking at yourself for constructing your identity.

An A3 folder collection of portraits made by the children at Pablo Neruda Preschool for giving themselves a face, a body, speech, thought, and emotion.

Published by Reggio Children (1995)


Mosaic of Marks, Words, Material

With this investigation we tried, as much as it is possible, to gain a better understanding of this interweaving of languages of meaning-making and expression with the aim to restore to drawing, to the instruments and materials, to words and to the children, all the cognitive and expressive richness they generate. Though drawing and words are autonomous languages, for the children words and stories, silent or spoken, almost always go hand in hand or interwine with the drawing, creating an intelligent and often poetic mosaic.

Drawing and telling stories means imagining, analyzing and exploring spaces, forms, colours, words, metaphors, emotions, rhythms and pauses, entering into a narrative dimension that is both internal and external to the self, playing on reality, fiction and interpretation.

With contributions by: Paola Cagliari, Claudia Giudici, Daniela Lanzi, Deanna Margini, Antonia Monticelli, Annalisa Rabotti, Mirella Ruozzi, Paola Strozzi, Ivana Soncini, Vea Vecchi


Movement Languages in Early Childhood Education

A collection of articles exploring movement and dance in early years education:

  • A Dancing Journey - Rachel Kurts, BareToed Dance Co.
  • Talking in Children's First Language -  Jasmine Pasch
  • A Tool to Liberate - Angela Kennedy
  • Expertise? Guy Dartnell, Oogly boogly
  • Footsteps to Exuberance - Maria Mernin
  • Making Moves - Ruth Nichols
  • Don't Move Just Sit - Ruth Spencer
  • Moving in Time; The Many Messages of a Body Dancing - Prof. Colwyn Trevarthen


One City, Many Children

This recounts the story of the birth and development of Reggio Emilia's early years services, the nido and scuola d'infanzia.  It brings together the voices and thoughts of many 'protagonists' and which refers to many sources.

A collective autobiography, an impassioned history that weaves with other histories, in a long and subtle skein of what Loris Malaguzzi called threads of silk: "A history made in this way could pass for a history that has travelled down the years and seasons without a cloud... Instead experiences of this kind, so anomalous, always walk on threads of silk." (Loris Malaguzzi, 1993)

The narrative is developed through a number of broad themes: city and families participation, the active role of women and women's movements, the politics of education in the city's municipal administration, the ties between pedagogy and politics, the originality of pedagogical thinking of Loris Malaguzzi and of the Reggio Emilia education project, and the strongly international identity of what is a local experience.

These themes, all topical and capable of generating new questions on education, on the role of schools, and as their highest aspiration, on the culture of children and human beings, are explored more deeply through contributions and considerations from architects, atelieristas, designers, academics, philosophers, photographers, teachers, pedagogues and pedagogistas, poets, film directors, scientists, writers and historians: the theory of the hundred languages of children here shapes the construction of the narrative form. Certainly, a book which takes sides, on and by the side of all children.

With interviews and texts by Renzo Bonazzi, Simona Bonilauri, Ettore Borghi, Jerome Bruner, Antonio Canovi, Luciano Corradini, Gunilla Dahlberg, Graziano Delrio, Paul Ginsborg, Loris Malaguzzi, Carla Rinaldi, Vea Vecchi.  Edited by Rolando Baldini, Ilaria Cavallini, Peter Moss and Vania Vecchi. English translation Jane Mc Call.



A collection of papers from North American authors and educators representing a variety of perspectives on the implications of the Reggio Approach on early childhood education.

Edited by Lilian G.Katz  and Bernard Cesarone

Published by ERIC/Junior (1994)


ReFocus Journal Issue 01

ReFocus is the UK network of early childhood educators, artists and others influenced in their practice by the preschools of Reggio Emilia

Articles include:

  • 'Everything is a Beginning'  by Mary Jane Drummond
  • 'In the Jungle with the Children of Adderley' by Debi Keyte-Hartland
  • 'The Racing Car Boys' by Jude Noble, Nicola Balfour, Chris Holmes
  • 'Practically Speaking' by Emma Pace
  • 'The Four Beasts and the one Dad with No Child' by Sasha Laskey and Ed Harker
  • 'Focus on Cambridge' by Mary Jane Drummond and Sue Bainbridge
  • 'Dedicated to Loris Malaguzzi, the town of Reggio Emilia and its Schools' by Peter Moss


ReFocus Journal Issue 02

ReFocus is the UK network of early childhood educators, artists and others influenced in their practice by the preschools of Reggio Emilia

Articles include:

  • 'Woodland Kids' by Linda Lines
  • 'Making Learning Intriguing' by Ed Harker
  • 'Bilston Nursery School' by Catherine Webb
  • 'Practically speaking - Clay reigns supreme' by Elaine Mason
  • 'Creature Worlds' by Chris Holmes and Elaine Mason
  • 'The Life of an Idea' by Robin Dickett and Elaine Mason
  • 'A knowledge building project about birds' by Ann Aberg
  • 'In the Best Interests of Children' by Jenny Brain


ReFocus Journal Issue 04

ReFocus is the UK network of early childhood educators, artists and others influenced in their practice by the preschools of Reggio Emilia

Articles Include:

  • Learning from Laos: Children and environments' by Architect John Waldron
  •  'ReMida Denmark: The function of materials in places of imagination' by  Karen Eskesen
  • 'Danish Preschools UK Study Week reviews' by Sarah McGahern, Sue Cleaver and Tricia Yates
  • 'Focus on Herefordshire' by Sue Peasgood
  • 'Elemental materials'  by Robin Duckett 
  • The Drama of Clay'  by artist Sally Brown
  • 'Open Space, Open Air, Open Minds' by (Kingswood Centre) by Rachel Wells
  • 'Sophie's Story' by Trish Prescott and Wendy Lowe


ReFocus Journal Issue 05

ReFocus is the UK network of early childhood educators, artists and others influenced in their practice by the preschools of Reggio Emilia

 Articles include:

  • 'The House of Objects' by  Elaine Mason
  • The 'Inside-Out' Project: Can the physical environment be a 'teacher' in itself?' by Mary Featherstone
  • 'Focus on Buckinghamshire' by  Yvonne Davies
  • 'Learning Journeys: Green Croft Children's Centre'  by Catherine Davenport
  • 'Uncertainty and Knowing' by Annette Poulson and Cath Dennis
  • 'Placing and Arranging, No Glue' by Solveig Morris
  • 'The Role of the Educator is to Stir Things Up'  by Marika Gedin
  • 'Threads: The Real and Hidden World of Nature' by Linda Lines