REmida Sensory Experience at Fairbridge 2011. Image credit:

Books & Papers

Ceppi, G & Zini, M (1998). Children, spaces, relations: Metaproject for an environment for young children. Reggio Emilia, Italy: Reggio Children Publisher.

Clark, A. (2010). Transforming children’s spaces: Children’s and adults participation in designing learning environments .Abingdon: Routledge.

Dahlberg, G., Moss, P., & Pence, A. R. (2007). Beyond quality in early childhood education and care: Postmodern perspectives. Oxon: Routledge.

Dewey, J. (1916). Democracy and education. New York: The Macmillan Company.

Dewey, J. (1934). Art as experience. New York: Minton, Balch & Company

Dewey, J. (1938) Experience and education. New York: Collier Books. (Collier edition first published 1963).

Dudek, M. (1996). Kindergarten architecture : Space for the imagination. London: Taylor & Francis.

Dudek, M. (2005). Children’s spaces. Oxford: Architectural Press.

Hackett, A. (2015) Young Children as Wayfarers: Learning about Place by Moving Through It. Children & Society, 30 (3), 169-179.

Illich, I. (1973). Tools for conviviality. New York: Harper & Row Publishers.

James, A., Jenks, C., & Prout, A. (1998). Theorizing childhood. Cambridge: Polity Press.

James, A. (2013). Socialising children. Hounsmills, Palgrave Macmillan.

Lenz Taguchi, H. (2010). Going Beyond the Theory/Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy, Oxon: Routledge.

Nicholson, S. (1971). How NOT to cheat children – The theory of loose parts. Landscape Architecture, 62, 30-34.

Piscitelli, B., & Penfold, L. (2015). Child‐centered practice in museums: Experiential learning through creative play at the Ipswich Art Gallery. Curator: The Museum Journal, 58(3), 263-280.

Pringle, E. (2009). The artist-led pedagogical process in the contemporary art gallery: Developing a meaning making framework, International Journal of Art & Design Education, 28 (2), 174-182

Reggio Children (2003). Children, art, artists: The expressive languages of children, the artistic language of Alberto Burri. Reggio Emilia, Italy: Reggio Children Publishers.

Reggio Children & Harvard Project Zero (2005). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children Publications.

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London: Routledge.

Robinson, K. (2011). Out of our minds: Learning to be creative. London, Capstone. 

Sicart, M. (2014). Playful thinking series: Play matters. Cambridge,USA: MIT Press

Thomson, P. (2008). Doing visual research with children and young people. London, New York: Routledge.

Vecchi, V. (2010). Art and creativity in Reggio Emilia: Exploring the role and potential of ateliers in early childhood education, London: Routledge.

Academic Research Centres

Tate Learning Research Centre (UK)

Centre for Research in Arts, Creativity and Literacies, School of Education, University of Nottingham (UK)

Centre for Innovation and Research in Childhood and Youth, University of Sussex, UK

MIT Media Lab (USA)

Harvard School of Education, Project Zero (USA)

Children’s Programmes in Art Galleries, Museums & Community Spaces

The Whitworth Art Gallery (UK)

Tate Early years & Family Programme (UK)

The Serpentine Galleries Changing Play program (UK)

The Tinkering Studio at The Exploratorium (USA)

The Smithsonian Early Enrichment Centre (USA)

The Atelier van Licht (Netherlands) 

Ipswich Art Gallery (Australia)

Louisiana Museum of Modern Art (Denmark) Children’s Wing


Reggio Children (Italy)

Remida (Italy)

Remida (Denmark)

Early Arts (UK)  – a professional network for artists working children (UK). See ‘Members’ and ‘Artist Interviews’ sections for artist list.

Further Links

Lillian de Lissa Children’s Centre (UK)

Designing with Children (UK)

Play Matters (Denmark)

PlayFutures (International)

First Steps Guide to Providing for Early Years in Museums (UK)