Reggio Emilia approachThe Reggio Emilia approach is an approach born in Italy, precisely from a city that has the same name. (DaCosta & Seok, January 2014). After World War II, a small group of parents became concerned about the growing lack of services in early childhood settings. On this basis, in 1970, under the guidance of Loris Malaguzzi (Edwards, 2007), they opened the first model of nursery school and nursery. Currently this education system is applied in Australia, Asia, North America and other parts of the world (Mercilliott, 2001). This approach addresses four main areas related to the role of children, the role of teachers, documentation and negotiated learning (Kin&Farr, 2009). According to Kin and Farr (2009) children in the Reggio Emilia approach are perceived as skilled, original, curious and full of ability. Mercilliott (2001) encapsulated this definition by alluding to the fact that children are “natural researchers.” By this the author meant that children have a real interest in asking questions, investigating and anticipating consequences. In addition to this, with this approach children have “100 languages” or ways of expression to show everything they know (Edward, 2007). Furthermore, Reggio Emilia teachers take on the role of collaborator, co-learner, guide and facilitator. It is imperative that teachers continually reflect on what they teach and what they learn in order to fulfill these convoluted responsibilities. Furthermore, Reggio Emilia educators follow an emerging curriculum. Edward, (2007) underlined that documentation is essential also in Reggio Emilia practice. Through documentation, teachers are involved in reasoning about observed information, and we… middle of paper… legitimacy of operant conditioning, I believe this theory relegates humans to their basic behavioral mode. It takes away conscious choice and initiative. In educational terms, the reward system proposed by behaviorist theory even prevents children from finding meaning in their learning or intrinsic motivation in their education. Children start doing homework because they are looking for good grades, for example, instead of studying simply because this is something significant in their life. As a result, children may not behave as desired when reinforcers are withdrawn, creating a strong dependence on external factors and lack of self-control. As educators, I believe we should convey to students that behaviors will likely not be reinforced every time they occur in real-world contexts.