Constructing the Practice of Pedagogical Documentation and Progettazione

On Saturday, March 14th, educators in Calgary gathered for the workshop Constructing

the Practice of Pedagogical Documentation and Progettazione, a collaborative event

organized by Little Heartprints Academy and Free to Be Kidz, in partnership with the

Calgary Reggio Network Association. The event also welcomed participants from the

Mentoring and Networking Program of the Calgary Reggio Network Association, a

program designed to support educators who wish to deepen their understanding of the

Reggio Emilia approach while fostering connections among educators across the city. As

part of this initiative, the workshop also served as an opportunity to strengthen a growing

community of educators committed to reflective and collaborative practice.

The participants came together to deepen their understanding of pedagogical

documentation and progettazione through dialogue and reflective practice. The workshop

invited educators to engage with curated documentation from previous pedagogical

exhibitions prepared by the two centres. These materials became a starting point for

collective interpretation, reflection, and discussion.

Inspired by the ideas of Carla Rinaldi, participants reflected on documentation as a living

pedagogical practice—one that is not meant to close inquiry but to keep it open. As Rinaldi

reminds us, “Documentation is not about what we do, but what we are searching for.”

Documentation, in this sense, embraces incompleteness and invites educators to remain

attentive to emerging ideas and children’s theories.

The concept of progettazione, central to the educational experience of Reggio Emilia, was

explored as a flexible and collaborative process of educational design. Rather than

following predetermined plans, progettazione responds to what emerges through

observation, listening, and interpretation.

Throughout the morning, educators engaged in thoughtful conversations about the

pedagogy of listening, the importance of honouring children’s theories, and the role of

documentation as a tool for making learning visible and advocating for children’s rights.

Participants reflected on the image of the child as a capable and competent learner and

citizen.

Perhaps one of the most meaningful outcomes of the gathering was the recognition of the

value of these shared spaces—spaces to pause, reflect, be inspired, and learn together.

Participants expressed a strong desire for more opportunities like this within the Calgary

community, where educators can continue building relationships, exchanging ideas, and

nurturing a culture of pedagogical dialogue.