Searching for evidence-based practice: A qualitative metasynthesis of the research on Reggio Emilia practices in Australian early years settings

Abstract

The Reggio Emilia Approach (REA) to early years education has attracted considerable attention over the past decades, with a growing interest in its adoption internationally. Despite a substantial body of qualitative research in the field, there remains a gap in understanding how the REA has influenced teaching pedagogies beyond the REA context. This study presents a metasynthesis of qualitative studies on Reggio-inspired practices in Australia, examining 23 articles published over the last two decades. Findings confirm the significant impact of the REA on research, teaching and learning, cementing its status as a promising avenue. Yet integrating it into Australian early years education poses challenges, necessitating proactive measures such as educator and policy maker involvement, professional development, resource support, and a rethink of conventional teaching methods.