Since 2010, she was a teacher at the municipal infant-toddler centres and preschools of Reggio Emilia, and from 2014 to 2022, permanently at one of them, the municipal infant-toddler school Salvador Allende.
Since September 2022, she has been working at the Documentation and Educational Research Centre of the municipal infant-toddler centres and preschools, and has been collaborating with Reggio Children as a speaker for study groups visiting Reggio Emilia.
She graduated in Psychology at Bologna University. She worked as a psychologist from 2003–2010 in Modena's university-linked hospital system, and from 2007–2010 as a psychotherapist and psychologist.
From 2008–2015 she worked in various experiences of pedagogical co-ordination, and as a reference for children and young people with special rights in co-operative-run educational services and different municipalities in the province of Reggio Emilia.
For Reggio Children, she collaborates on the realisation of professional learning journeys, through participating in seminars and workshops in Italy and abroad.
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Ana Teresa is a Brazilian educator and researcher with extensive experience in early childhood education, teacher professional learning, curriculum development, and public policy.
She has been engaged with the educational experience of Reggio Emilia for over two decades, participating in research and professional fieldwork in the infant-toddler centres and preschools of Reggio Emilia and regularly attending study programmes at the Loris Malaguzzi International Centre since 2005.
She also completed the Recognition Process for Teacher Educators on the Reggio Emilia Approach with Reggio Children in 2021. She holds a Master’s Degree and PhD in Psychology and Education from the University of São Paulo.
Her work focuses on the relationship between research, educational practice, curriculum development, and the professional development of teachers and educational leaders.
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With over a decade of experience in early childhood education, Jessica works closely with children aged 18 months to 6 years, alongside educators and leaders, to bring the principles of the Reggio Emilia Approach to life in everyday practice.
Through a variety of projects with young children, she supports environments where curiosity, creativity, and collaboration naturally emerge.
Jessica fosters reflective pedagogical practices by supporting observation, dialogue, and documentation, helping educators interpret children’s thinking and learning.
Guided by a strong image of the child as capable and full of potential, she values participation and thoughtful organisation of space, materials, and relationships to create environments where children’s exploration, inquiry, and ideas can flourish.
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Since 2012, Ainhoa has worked as an atelierista in a variety of educational contexts, bringing the Reggio Emilia Approach to life through the creative languages of children. Her work centres on the “hundred languages” supporting them to express ideas, theories, and emotions through a wide range of materials and processes.
Ainhoa has extensive experience designing and facilitating atelier experiences that nurture children’s exploration, creativity, and self-expression.
Through careful attention to environments, materials, and pedagogical documentation, she creates spaces where creativity becomes a language for thinking and meaning-making.
Her work invites both children and educators into a shared process of research, reflection, and collaboration.