Reggio Emilia ApproachReggio Emilia is an approach originating from Italy, more precisely from a city that bears the same name. (DaCosta & Seok, January 2014). After World War II, a small group of parents began to express concern about the growing lack of services in early childhood settings. It was on this basis that they opened the first model preschools and infant and toddler centers in 1970, under the leadership of Loris Malaguzzi (Edwards, 2007). Currently, this educational 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 competent, original. , curious and full of abilities. Mercilliott (2001) complemented this definition by alluding to the fact that children are “natural researchers.” By this the author means that children have a real interest in formulating questions, investigating and anticipating consequences. In addition to this, according to this approach, children have “100 languages” or modes of expression to display everything they know (Edward, 2007). Additionally, Reggio Emilia teachers play the role of collaborator, co-learner, guide and facilitator. It is essential that teachers continually reflect on what teaching is and what learning is in order to fulfill these convoluted responsibilities. Additionally, Reggio educators follow an emerging curriculum. Edward (2007) pointed out that documentation is also essential in Reggio Emilia practice. Through documentation, teachers are involved in reasoning about the observed information, and we... middle of article ...... legitimacy of operant conditioning, I believe this theory relegates humans to their behavioral modality of base. This takes away conscious choice and initiative. In terms of education, the reward system proposed by the theory of behaviorism even avoids the possibility for children to find 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 it is something meaningful in their lives. As a result, children may not function as desired when reinforcements end, creating a strong dependence on external factors and a lack of self-control. As educators, I believe we need to convey to students that behaviors are unlikely to be reinforced every time they occur in real-world settings...