Author ORCID Identifier

0000-0002-9155-1304

Date of Award

5-31-2026

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Early Childhood Education and Care

First Advisor

Lianna Pizzo

Second Advisor

Mona Abo-Zena

Third Advisor

Da Hei Ku

Abstract

Early childhood education classrooms reflect the increasing cultural and linguistic diversity of the United States where many children are raised speaking more than one language. Teachers in the early education field play a critical role in supporting children’s development of language and identity. Head Start, who serves a large population of emergent multilinguals (mls), plays an essential role in offering learning environments that foster language development in both English and their home language, among many other critical skills. The Reggio Emilia philosophy is a child-centered and community-oriented approach that promotes children’s independence, exploration, and intellectual development, and is frequently integrated in early education settings. While the Reggio philosophy offers strategies for teachers to be culturally and linguistically inclusive in their practice, little research has looked at how it is implemented within Head Start settings. This qualitative case study examined how Head Start and the Reggio Emilia philosophy interact to create a learning environment for emergent mls. Grounded in a critical paradigm and guided by the conceptual framework of Culturally Sustaining Pedagogy (CSP), the study was conducted at a Head Start center in the northeastern region of the United States that serves a large percentage of emergent mls and implements the Reggio Emilia philosophy. The participants included in this study were the educational manager and two lead teachers from two separate classrooms. Data were collected through a survey, semi-structured interviews, classroom observations, reflection sessions, and document analysis. Findings revealed that a sense of belonging was a philosophical underpinning that formed a foundational element in teachers’ work. The interaction of Head Start and Reggio Emilia allowed teachers to create a unique model to build educational spaces for them to enact culturally and linguistically sustaining practices. Implications for future research, practice and policy are discussed.

Comments

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