2013年11月,我来到美国内布拉斯加大学林肯分校访学。《儿童的一百种语言》一书的作者卡洛琳·爱德华兹在该校的心理系以及儿童、青少年和家庭学系任教授,这给了我一个机会去满足自己一直以来的好奇心:为什么关于意大利瑞吉欧教育的重要著作《儿童的一百种语言》的第一和第三作者都是美国人?在那个遥远国度的教育实践中,是什么吸引了他们的目光?他们眼中的“瑞吉欧”与我们国内同行所认识 In November 2013, I came to visit the University of Nebraska Lincoln. Caroline Edwards, author of “One Hundred Languages ​​for Children,” who is a professor of psychology at the school and a faculty member for children, adolescents and families, gave me a chance to satisfy my constant curiosity: Why are the first and third authors of one of the “hundred languages ​​of children”, a leading book on Reggio Emilia in Italy, an American? What attracted their attention in the educational practice in that distant country? “Reggio” known with our domestic counterparts