Acknowledgments
The author acknowledges the support of the University of Nebraska Institute for Agricultural and Natural Resources, Journal Series 13466. This paper is an extension of presentations comparing Montessori and Reggio Emilia approaches, co-authored with Paul Epstein at conferences of the American Montessori Society and the National Association for the Education of Young Children, and with Carol Hiler at the Kentucky Early Childhood Association. I thank them and other colleagues who have taught me much about the approaches. I also received constructive feedback at various stages from Deborah Greenwald, Debbie Lee Keenan, Anna Perry, Alison Rogers, Lilian Katz, the anonymous reviewers, and especially Mary Ellin Logue.