Jan was Director of the Reggio Emilia Information Exchange in Australia, and Associate of the Education Faculty at Monash University. She has many years of experience teaching in early childhood settings in Australia, England and Canada.
Jan first became aware of the educational project for young children in the City of Reggio Emilia when attending an Early Childhood conference in the USA in 1988. She subsequently joined the first American delegation to visit Reggio Emilia in 1989 and later visited the exhibition in the USA, Germany, France and Canada, to increase her understanding of the priciples underlying the work of the Reggio Emilia schools, and to dialogue with other people about their interpretations.
In 1992, Jan first spoke about this project at an ECA conference in Adelaide, and organised and led the first Australian delegation to Reggio Emilia in the same year. She has now visited the schools of Reggio Emilia on many more occasions and organised and led numerous Australian delegations.
Documentation and the Early Years Learning Framework
Researching in Reggio Emilia and AustraliaAuthor(s): Jan Millikan, Stefania Giamminuti (click on the author's name for more titles)
This new title in our EYLF series links the EYLF and documentation. Drawing on research from both Reggio Emilia and Australia, the authors are well placed to offer these insights.
From the Foreword by Jennifer Sumsion:
Jan and Stefania have taken up the challenge of ensuring that belonging, being and becoming doesn’t descend into cliché. As they explain, they have written ‘with the aim of sparking enriched responses to belonging, being and becoming’. And indeed, they have succeeded beautifully in showing how the principles of the Reggio Emilia educational project in Northern Italy can map so effectively onto the principles of the EYLF.
But importantly, they also show how bringing Reggio Emilia principles into conversation with the EYLF can provoke new ways of thinking about the possibilities of the EYLF. By focusing particularly on documentation, they make a timely and valuable contribution. They challenge some of the many myths about documentation that have emerged and taken hold over recent years. They complicate every day understandings and push readers to think more deeply about the possibilities that this distinctive aspect of early childhood practice affords. But equally importantly, they discuss ethical issues and related concerns that have been raised about documentation.
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