REANZ SPRING Newsletter

September 2025

Tena koutou katoa and greetings to friends of REANZ

This year has been one of energy and renewal for REANZ, bringing fresh momentum to our mahi and strengthening our community of learners. Thank you for the part that you have played in this!

Throughout 2025, kaiako have had many opportunities to engage deeply with the pedagogy of Reggio Emilia and to consider how its principles can offer new ways of thinking about teaching and learning in Aotearoa New Zealand. From workshops and professional learning gatherings to conversations within centres and communities, the year has opened up rich spaces for reflection, dialogue, and growth. The spirit of Reggio Emilia continues to inspire us to see children as capable, creative, and full of potential, while also inviting kaiako to reimagine their own roles as co-learners and researchers. As we look back, we celebrate not only the knowledge gained but also the sense of connection and renewal that has carried us forward.

In this newsletter, we offer you reflections on the professional development that we have shared with you this year and other events unfolding in the future.

We were delighted by the positive response to our recent series presented by Brenda Soutar (REANZ Kaiarahi) and Leanne Clayton. These were held in Alexandra, Wellington, Palmerston North, Auckland, and Kerikeri and it was so good to be able to be together in person.

Cheryl Kingi shares her reflections on the series, highlighting the deep connections and insights it fostered.

Brenda and Leanne's presentation reminded us of the need to keep strengthening our understanding of Tino Rangatiratanga and Te Ao Māori. They illustrated the importance of language and culture so that tamariki are able to follow their own aspirations and to grow and develop in their way; and that we be protagonists beside tamariki and that their way of learning is embraced rather than them having to comply with someone else's set of values.

The reflective questions promoted great discussion and further questions. Participants were invited to take these questions back to their centres for further exploration.

One person fed back, "The thing that hit me the most was how one of the presenters compared Italy to NZ and how a community or population can be and achieve when they retain their own culture and their mana, even through adversity."

REANZ extends heartfelt thanks to Brenda and Leanne for their thoughtful exploration of the interface between te ao Māori and the Reggio Emilia pedagogy. We are also grateful to the members of the Networks in these regions for warmly hosting the events and supporting these meaningful conversations.

This series has sparked ongoing dialogue and reflection, strengthening our shared commitment to culturally responsive and whānau-centered learning.

During this online series, REANZ Trustees highlighted the principles of Reggio Emilia pedagogy, carefully considering their application within the unique cultural context of Aotearoa New Zealand. We strongly believe that for teachers who adopt a Reggio-inspired philosophy, a deep and shared understanding of these principles is essential. Just as schools and early childhood centres that identify as “Reggio-based” commit to embodying the philosophy in practice, it is equally important that teachers are guided by a common understanding of both the principles and practices that underpin Reggio Emilia pedagogy. This shared understanding ensures consistency, integrity, and a responsive approach to children’s learning and development.

A shared, deep understanding of Reggio Emilia principles is essential for teachers to authentically implement a Reggio-based approach and ensure consistent, meaningful learning experiences for children.

This webinar series will be offered again in 2026 so keep an eye out for our calendar of events early next year!

Fiona Mackley, principal of Alexander Primary School, joined a group of teachers over 5 online sessions to explore new perspectives on leadership.  Highlights were presentations by Dr Vicki Hargraves and Kelly Goodsir. 

Fiona shares her thoughts about how this professional learning has provided insights into her leadership. As a primary school tumuaki I found the relevance of the leadership professional learning right on point. Each presenter shared leadership concepts that caused me to reflect on my own current practice and how I might adapt or improve the way I lead our school kaiamahi (staff) and ākonga (learners).

One aspect that was particularly impactful was the concept of being an influencer and agent of change. Malaguzzi's quote that was shared in Session 2 - “Today more than ever it’s important to rediscover the strategic role of schools as a place where freedom, participation, creativity, and critical thinking are exercised……” could not be more appropriate for leaders to reflect on and act upon during our current political and educational climate. While our primary schools are being directed to focus on using structured approaches in the curriculum areas of literacy and numeracy we are very much aware of our responsibility of ensuring that learning opportunities that involve creativity, curiosity and critical thinking are evident in our learning centres. Concepts such as equity and democracy must also be prioritised in our ako (teaching and learning) if we are to ensure all tamariki are valued and seen as curious, capable and unique citizens who will be impactful in our present and our future.

Kia mau ki nga mahi toi ~ Hold steadfast to creativity.

Lorraine Manuela invites us to ponder over Kirsty Liljegren’s words to ‘linger in the knots’, sharing that Kirsty reminds us that not all knots are problems to be solved. Some are invitations to stay a little longer, think a little deeper and be open - open to what might unfold.

What if we approach knots with curiosity?

What if we pulled gently at the strands, not to untangle quickly, but to reimagine what’s possible!

Like so many people, REANZ Trustees are very concerned about the moves that are in motion to remove te reo Māori from many platforms that we have come to appreciate and see as the ‘norm’.

We believe that we must Protect What Enriches Us All.

It is troubling to see te reo Māori being removed from children’s books, official documents and agency communications, while at the same time Māori traditions are being used to welcome international visitors and promote Aotearoa on the world stage.

Around the globe, New Zealand is recognised through the richness of Māori culture. More importantly, te reo Māori and tikanga are not just symbols for display — they are living parts of our shared national identity, belonging to us all.

When we diminish te reo Māori in daily life, we send a message that what defines us overseas is not valued at home. That contradiction undermines who we are.

Our language and traditions do not take away from anyone; they add to the richness of our communities and to the pride we can all share in being New Zealanders. Rather than sidelining them, we should be protecting and celebrating them.

Tamariki of Aotearoa are the heartbeat of today and the hope of tomorrow. Their journey in education must honour the wisdom of our tūpuna, embrace the richness of our indigenous culture, and carry forward the stories of our shared history.

What stands out as truly heart-warming is the ongoing commitment of teachers to integrate te reo Māori and tikanga into everyday learning environments. 

Two new networks have been established and we invite you to join us

Primary Teachers - Wednesday 17th September and Wednesday 12th November, 7.00 - 8.00pm

Teachers and Assistant Teachers of Children with Special Rights - our second meeting is on Monday 20th October. 7.00 - 8.00pm

If we are serious about inclusion in education, we must be prepared to do more than add the occasional specialist strategy or minor curriculum adjustment. True inclusion requires us to adapt, adopt and redesign our systems so that every child sees their values, identities and needs reflected in the learning environment.

Too often, when the subject of inclusion arises, we hear the same objections: some children are too disruptive, too unsafe, too difficult. Behind these words is an unspoken assumption that the presence of one student jeopardises the safety or learning of others. But this is a false choice. Our responsibility is not to keep children “free from harm” by excluding those who struggle — it is to create environments where all children are safe, supported, and able to belong.

This is not a new idea. In post-war Italy, the Reggio Emilia approach described children with additional needs as having special rights. Their place in the community was not negotiable; it was expected. Today, that lesson remains just as vital. Inclusion is not a privilege to be earned or a concession to fairness. It is a right. And yet, when a child’s behaviour challenges us — when parents worry about the impact on their own children, when schools are tempted to exclude — we forget. We forget that all behaviour is communication. Instead of asking, “What is wrong with this child?” we should be asking, “What is this child trying to tell us?”

This requires a shift in thinking. Inclusion is not about “fixing” the child to fit our system. It is about recognising that our responses, our environments, and our expectations may need to change. Co-regulation — supporting children to manage their emotions by first managing our own — is a powerful place to start. It reminds us that as adults, we set the emotional tone. Our role as teachers and educators is not to lecture about values, but to embody them. If our schools claim values like respect, compassion and integrity, then these must be visible in how we treat every student, especially the most vulnerable. To exclude or diminish them undermines not only those children, but the very values we claim to uphold. We know inclusion enriches us. 

It deepens empathy, strengthens communities, and prepares every child — not just those with special rights — to live in a diverse society. It is not the easy path. It asks us to confront our beliefs, reshape our practice, and sometimes sit with discomfort. But it is the only path that reflects who we aspire to be as educators, as parents, and as a nation.

Inclusion means all of us. Anything less is not inclusion at all.

Reggio Emilia 2026 - REANZ Study Group - Monday 19th to Friday 24th April

REANZ 2025 Online Learning Community

If you would like to access books from the library, please click here to see what’s available.

We look forward to continuing to work alongside you in your work. Please join us for more professional development opportunities in 2025 and 2026.

Kia kaha, kia maia, kia manawanui

The REANZ Trustees

Chairperson - Helen Aitken Secretary - Chris Bayes Treasurer - Karen Liley

Kaiarahi - Brenda Soutar Patron - Dr Anne Meade

Reggio Children International Network Representative - Lorraine Manuela

Trustees; Diti Hill, Rachel Denee, Kerri Fallon, Adrienne Thomson, Logan Burson, Chrissy Lepper, Lindi Newth, Kylie Morgan.