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This conference proceedings compiles a representative sample of the papers presented at the Institute of Early Childhood in July 2001, one in a series of conferences examining the challenges which the schools of Reggio Emilia, Italy present the early childhood profession in Australia. The conference focused on the interpretation of experiences and interactions in the life of early childhood settings. The papers are: (1) "Rejoicing in Subjectivity: An Overview Based on a Personal Interpretation of the Schools for Young Children in the City of Reggio Emilia" (Jan Milikan), presenting one educator's interpretations of the early childhood programs in Reggio Emilia and discussing children's potentials, projects, collaboration, and documentation; (2) "Constructing Ourselves: A Search for Interpretation in a Diverse United States Setting" (Shareen Abramson), stressing the positive and negative aspects of the tensions associated with experiencing ideals from Reggio Emilia in schools in California; (3) "Unpacking the Gaze: Shifting Lenses" (Janet Robertson), challenging the gaze practitioners use to see children and interpret theory, particularly with relation to work with toddlers; (4) "Diversity Silenced" (Alma Fleet), considering possible interpretations of diversity through Australian pedagogical documentation; and (5) "Dialogue with Reggio: What Are Some Possibilities for Primary Schools?" (Lesley Studans), offering a personal journey to assist people considering implications of the ideas from Reggio Emilia in formal schooling environments. Most papers contain references. (KB)

This conference proceedings compiles papers presented at the Institute of Early Childhood in July 2000, the fifth in a series examining the challenges which the schools of Reggio Emilia, Italy present the early childhood profession in Australia. The conference focused on time and play in preschool education. Paper topics related to the history of early childhood education, contemporary early childhood education, and children's and adult's different conceptualizations of time. Following a summary of presentations and introductory remarks, the academic papers are: (1) "Play's the Thing: A Discursive Tour of Early Childhood Education in Four Acts" (Jan Jipson and Chelsea Bailey); (2) "Trapped in Time: Power, Time and Teaching" (Janet Robertson); (3) "Reconceptualising Time" (Kerrie Trebilcock); and (4) "Passing the Time: Book Ends for the Fifth Conference" (Alma Fleet). Each paper contains references. (KB)

This conference proceedings compiles papers presented at the Institute of Early Childhood in September 1999, the fourth in a series examining the challenges which the schools of Reggio Emilia present the early childhood profession in Australia. The conference focused on the practices of observing children and documenting their thinking, the cornerstones of the Reggio Emilia approach to preschool education, as the Reggio Emilia approach is implemented in preschools in Australia, Sweden, and Italy. Following an introductory editorial, the academic papers included are: (1) "Early Childhood Pedagogy in a Changing World--A Practice-Oriented Research Project Troubling Dominant Discourses within the Field of Early Childhood Education" (Gunilla Dahlberg); (2) "Personalised Learning" (Alma Fleet); (3) "Three Different Constructions of the Child--The Childhood Landscapes" (Gunilla Dahlberg); and (4) "Observation and Documentation: 'Interpreting the Journey'" (Janet Robertson). Documentations of various projects at preschools are described. The final paper, "The Last Word" (Alma Fleet), distinguishes documentation and display, and highlights the challenges presented by the Italian educators of Reggio Emilia. Each academic paper contains references. (KB)