Building relationships between museums and schools: Reggio emilia as a bridge to educate children about heritage

Abstract

Schools and museums represent essential spaces for the development of learning and understanding of the world surrounding us through the arts and heritage. One of the things learned in the COVID crisis is that it is key to build bridges between schools and museums to support their educational activities, regardless of the possibility to access these spaces in person. School teachers and museum educators have the opportunity to develop a critical and creative citizenry by collaborating in the design of learning activities that can bring the museums to schools and schools to the museum by adopting the Reggio Emilia approach. The results of the study arise from a triangulation of data, as we contrasted the literature about the Reggio Emilia approach with the practices of museums that use such a philosophy and with the analysis of a series of interviews with experts in early childhood education and Reggio Emilia in order to identify a series of good practices, which we used to delineate recommendations to foster the adoption of this model and establish relationships between schools and museums, enhancing the opportunities to develop critical and creative thinking throughout activities and to understand the heritage and the arts, thus fostering citizenship from an early childhood.