“Collaboration at all levels is also of central importance in children’s learning. In the Kindergarten program, collaborative inquiry is carried
out by all involved – children, educators, parents and other family members, and members of the community who have an interest in children’s learning. Educators – for example, the principal, special education resource teachers, the school librarian, and the Kindergarten educators – collaborate in various ways to ensure that all children receive the support they need. Kindergarten educators also collaborate continually with one another, engaging in critical reflection and inquiry, testing theories, and discussing and questioning approaches. (Ontario Ministry of Education, 2010, p. 108)

“We consider relationships to be the fundamental, organizing strategy of our educational system.”
(Loris Malaguzzi, 1993, p. 10)

“The metaphor of education as relationship provided Loris Malaguzzi with the fundamental premise for his philosophy and pedagogy. The child–seen as powerful, rich in resources, competent, and social–seeks from the beginning of life to find out about the self, others, and the world through interaction: knowledge is co-constructed. Education, hence, must focus not on the child considered in isolation from others, but instead on the child seen as interconnected with particular others in nested communities: home, classroom, school, neighborhood, city, region, nation, and eventually extending out to include the whole world.” (Edwards, 1995)

References

Edwards, C. P. (1995, October). Democratic participation in a community of learners: Loris Malaguzzi’s philosophy of education as relationship. University of Nebraska–Lincoln, Department of Child, Youth, and Family Studies. https://digitalcommons.unl.edu/famconfacpub/3