The Wonder
of Learning 

The Hundred Languages
of Children Exhibit

The exhibit is a visual representation of the Reggio Emilia philosophy and a chance for the public to participate in the ongoing dialogue between educators, children, parents and the community. Together with a community collaborator, NAREA partners with cities around North America to bring this exhibit to a wide audience.

The current exhibit is comprised of works from Reggio Emilia children and adults and may take the form of visual, poetic, auditory and kinesthetic works. The exhibit may be viewed as individual works with a unique perspective and as a collective story, many individual threads that together weave a cohesive creative narrative.

For more information, visit NAREA Exhibit Project page

or The Wonder of Learning page of Reggio Children website​

Washington Collective Initiative 


It is time for conversations that

  1. renew democratic opportunities for everyone free of coercion

  2. disrupt the trauma of white supremacy and violence

  3. establish an energy democracy and environmental stewardship

  4. envision real utopias for all young children


This is the year to contribute your support to in an integrated approach to transformative change by focusing on our dreams for all young children.



  1. Sponsor the Wonder of Learning exhibit from Reggio Emilia downtown, January to May 2018.

  2. Hold a conference in March with guests directly from Reggio Emilia at the downtown library.

  3. Contract with local artists to create free interactive experiences, called Wonderground Sites, for children and their families around the state.

  4. Provide three conferences to discuss provisions for young children happening currently in Chicago, Hawaii, Canada, and Great Britain.

  5. Sponsor a speaker series, called Children in the World. Invite internationally known speakers addressing the confluence of three crises demanding immediate action: Love, Earth and Utopias for young children.

  6. Sponsor conversations across the State of Washington called Envisioning Utopias for Young Children. What would be a utopia for my own children or grandchildren and for all children? Using the World Café group interaction method we hold challenging conversations, first in the black community and Tribal communities offering the opportunity for us to listen first to their answers to this question.

  7. Create a transformative film of these conversations and stories of hope for children that reveal the commonality of human wisdom and loving aspirations.



Collecting stories and recordings of events will mark attentiveness to five pillars, like stacked blocks:

  1. Ensure nutrition, health, and well-being of children

  2. Establish connections between communities

  3. Include and honor missing voices

  4. Highlight instances of learning from each other

  5. Stimulate change from centralized control to trust in community


In coordination with many groups and organizations with identical interests, we intend to hold a series of assemblies featuring renowned guests to discuss the triangulation of three crises clusters our society confronts immediately. Through major presentations open to the public in large venues we would like create a media presence to not only convey the urgency of finding solutions to today’s such things as climate change and white supremacy but also relate them to the urgency of investment in the experiences of very young children. The ways we treat our children and the investments we make in them and their families creates the society that creates those solutions. We believe resources based in love and trust in children and their caregivers is essential to our survival.



Our culture is beginning to address long-standing barriers to life, liberty and the pursuit of happiness. More rapidly than anyone could have predicted, we see action addressing the repression and mistreatment of women and girls, the recognition of the continuum of gender, the pervasive cruelty of white supremacy, the necessity for recognition and reconciliation for slavery and indigenous genocide, the impact of deepening poverty, and discourse characterized by alienation, rage, opinion, and dichotomies.


The challenges we would like to see discussed by notable authors and scholars include:

  • Acceptance of hatred and violence

  • Evidence of connection and joy in times of trauma

  • Distrust in institutions and the need for taking personal responsibility

  • A renaissance of integrity, courage, and willingness to serve and sacrifice

  • A turning toward spiritual centering in response to these discomforts and suffering

  • A returning to the first, most basic fundamental: love of oneself

  • A recognition that ultimately work on all of these crises means connection through love



Climate scientists say this is the decade to take decisive action to prevent catastrophic global warming. We see the evidence almost daily in the weather we experience and the direct devastation in places like Santa Rosa, Houston, and Costa Rica. The United States seems devoted to treating science as myth.


The challenges we would like to see discussed by notable authors and scholars include:

  • A recognition that indigenous communities have been at the forefront of protecting rivers, coasts, forests and lands

  • The necessity for investments in renewable energy production and distribution

  • Investment in an energy efficient infrastructure under collective control

  • Disinvestment in energy derived from hydrocarbons

  • Moving to ecological agriculture and ocean conservation



Today in the United States no comprehensive public provisions for early education for all children exists other than a meagerly funded one for very low-income children centrally hamstrung by the federal government. Families and professional educators do not have a voice in the design of these programs nor are they trusted to oversee their evolution to meet the needs of the children in their care. All are designed by corporations and politicians and focused not on creating the environments of love and trust families and children desire but as preparation in academic fundamentals and conformity. Stellar universal programs designed by early educators exist in other countries, such as Finland, New Zealand, and Canada but not here, except for those with the means to spend $15,000 to $18,000 per year per child. Despite years of persuasive research and professional testimony, we have no forward movement toward a public investment in communities of love and trust for 90% of young children, their families, and their educators.