Boston Area Reggio Inspired Network
The Boston Area Reggio-Inspired Network (BARIN) is a professional community dedicated to exploring the principles of the Reggio Emilia Approach and creating spaces for connection, professional development, and collaboration. We are a New England-based hub for courageous educators from all over the world. BARIN is recognized by the federal government as a 501c3, not-for-profit organization.
Mission Statement
BARIN’s mission is to cultivate meaningful connections among those experienced in the Reggio Approach, those newly exploring it, and those committed to integrating the principles into a variety of educational settings with learners ranging in age, background, and lived experiences. We strive to be a force for democracy, elevating the link between children and society, and bridging theory and practice to create places of shared knowledge and joyful possibilities. Together, we champion an education that nurtures inquiry, creativity, play, and the boundless potential of every child.
OUR INTENTIONS
BARIN’s values are embedded in the fundamental principles of the Reggio Approach. We deeply value close listening, observation, reflection, and documentation of children and educators. Our intentions center the expertise of teacher-researchers, families, and children in the following ways:
- To feature work that recognizes children as powerful, intelligent, curious, and eager to learn and make change in their world.
- To foster a learning community where educators can network with colleagues and support each other’s growth in their Reggio-inspired practices.
- To facilitate opportunities for teacher-researchers to share their expertise that amplifies the learning processes of children and educators.
- To support educator professional development through practical and reflective workshops, advocacy opportunities, mentoring, coaching, and leadership gatherings.
Board Members
Suchira Channoi
Curriculum & Instructional Support Specialist, Worcester Head Start
Stephanie Cox Suarez, Co-Chair Professor Emerita, BU Wheelock College of Education & Human Development and Founder of the Documentation Studio
Lily Holland Third Grade Inclusion Teacher,
Boston Public Schools
Mollie Lyne
Pedagogista
Peabody Terrace Childcare Center
Amber Lowe, Co-Chair
Chief of Staff & Coordinator of Reggio-Inspired Programs, The Advent School
Yvonne Liu-Constant
Director of Playful Learning at Neighborhood Villages
Elizabeth Mark
Pedagogista, Radcliffe Child Care Center
Thomas “TJ” McKenna, Ph.D.
Director of the Center for STEM Professional Learning at Scale
Clinical Assistant Professor of Science Education
Associate Director of Educator Engagement and Impact, AI and Education Initiative
Boston University Wheelock College of Education & Human Development
Peggy Martalock Professor, Greenfield Community College Independent Pedagogical Collaborator
George Papayannis
Natacha Shillingford
Director of Enrollment, The Advent School
Joanne Szamreta
Professor Emerita, Lesley University
Hilary Odoy, BARIN Coordinator
What is the Reggio Emilia Approach?
Who is Loris
Malaguzzi?
The Reggio Emilia approach, founded by Loris Malaguzzi, is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
The Reggio Emilia philosophy and approach to early childhood education has developed and and continues to evolve within a system of municipal infant-toddler centers and preschools in Reggio Emilia, Italy.
The late Loris Malaguzzi, leader, philosopher and innovator in education, guided and directed the energies of parents and teachers who began the schools in the 1940’s.
The Reggio Emilia Approach is built upon a solid foundation of connected philosophical principles and extensive experience.
Educators in the Reggio schools believe that children have the right and the ability to express their thinking, theories, ideas, learning and emotions in many ways.
Therefore, Reggio educators provide children with a diversity of experiences, so that children encounter many avenues for thinking, revising, constructing, negotiating, developing and symbolically expressing their thoughts and feelings.