Reggio Emilia Aotearoa Christchurch - REACH


Contact Lia de Vocht at:


REACH Canterbury is a group of educators from a range of Early Childhood, Primary and University settings. We are all interested in working in Reggio-inspired ways with our staff, students and school communities. The group plans to meet every second month to share readings and engage in dialogue about our experiences and developing understandings. We are focussed on networking with people interested in Reggio pedagogy and providing quality professional development opportunities for educators in Christchurch.

A Pedagogy of Relations:  Materiality and Learning 

 The REANZ network is pleased to offer teachers across New Zealand the opportunity to hear from and engage with Margo Hobba and Chris Celada.  Margo and Chris bring to our shores a wealth of wisdom and in-depth understanding of the principles of Reggio Emilia, the notion of epistemology- ‘building knowledge’ -and the way in which children build their knowledge and carry out research.  They have both had long careers in early childhood and tertiary education. Based on their studies around the educational project in Reggio Emilia and working on from their previous project Teachers IN research with children they will be facilitating:

A Pedagogy of Relations:  Materiality and Learning 

A series of evening workshops across New Zealand

Cost of $75.00 per person including GST.

Christchurch – Reggio Emilia Christchurch Region (REACH) Wednesday 21 June 2017

Room Wheki 451, University of Canterbury


For Further information: 

Click here Registration Form for all above Seminars




Past Events





Teaching for deep-seated and value-based pedagogical change: some provocations

Date: Wednesday 19 October 2016
Time: 6.30- 8.30pm (light supper provided at 6.30, presentation starts at 7pm)

Where: Lecture theatre 1, Otakaro building, College of Education, Health and Human Development, Dovedale Avenue

Fee: $20
Payments to REACH bank account: Internet banking number: 12 3038 0408638 55 Please use your name and school/centre as a reference.

For enquiries email:

Intellectual and pedagogical teacher engagement during professional development and mentoring moments is usually personal, emotional and committed. Teachers tend to be enthusiastic about their new learning. However, it seems that the spectre of technical practice often continues to dominate pedagogical thinking when teachers begin to translate their learning into

their everyday practice. This workshop will address the question: why is it so difficult to match a vision for children with the reality of everyday interactions in early childhood and school settings? The power point presentation and workshop will challenge and provoke teachers to explore for themselves the interface between philosophy and pedagogy and everyday ‘technical’ practice in
early childhood and the ‘first-years- of-school’ settings drawing on Reggio-inspired concepts but also drawing on concepts that have arisen out of Aoteraoa NZ national curriculum. It will be suggested that pedagogical change in everyday practice needs to happen via the deepest levels of our thinking.

Diti Hill recently retired as Senior Lecturer in the Faculty of Education at the University of Auckland. She continues to be involved in post-graduate supervision, research and writing. For over forty years Diti has been actively involved with a wide range of early childhood services and organisations as parent, teacher and teacher educator. Over the past 21 years, Diti has facilitated and co-facilitated professional development, conversation groups and conferences, drawing on the intellectually- engaging philosophy and pedagogy of Reggio Emilia. She is a trustee of REANZ (Reggio Emilia Aotearoa New Zealand), an organisation that promotes the philosophy and pedagogy of Reggio

Emilia in the Aoteraoa New Zealand context and is also national president of OMEP Aotearoa New Zealand. Diti is passionate about inspiring teachers to explore and debate the nature of the teaching-learning process and to reflect on the effect that personal pedagogical practice has on their own lives and the lives of the children they teach. 



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