Authors and presenters from Reggio are fond of saying, “It all depends…” precisely because their path is so nuanced and responsive. They do not want us to create formulaic forms of curricula, and then refer to it as being derived from their work. They try to point out that each of their schools is slightly different. Each of us have different parenting and teaching styles, different strengths, and different hidden biases. Most readers of this text have  grown up and been educated in environments which are very different from the parents and teachers in Reggio Emilia. They remind us again and again that we must make this process our own, and not copy them. We need to be as aware of the very quiet, and potentially passive child, as we are of the more demanding or disruptive one. Making certain that the individual social and emotional needs of students are met helps to support the overall development of entire learning community. We are reminded once again just how attentive each of us must be.

A Note On Introverts, and Extroverts

A very significant and yet frequently not talked about individual difference has to do with introversion and extroversion. This is more than simply being shy or outgoing. It is not only a matter of apparent differences related to how much or how little a child might want to engage with the world.

Extroverts are energized by interaction. They not only crave it, but need it to feel complete. For the introvert, not only are they usually quieter, they need time and space to themselves to reenergize and rebalance. This holds true even later in life, when some have become far more comfortable and capable socially and can successfully engage, even speaking in front of others. Introvert teachers have similar needs.

Extroverts usually get what they need quite easily from environments which emphasize group process, though sometimes they feel the need to compete with other extroverts. An introvert on the other hand may be emotionally drained by continuous close proximity, and the expectation that they should  have to collaborate. Schools can help to provide accommodations for introverts by creating quiet spaces where a child can have time to themself, or time with a teacher.