In addition to the findings from our early work (described above), other accomplishments and results from the first phases of research include:

• A set of publications including two books and several journal articles.

• Numerous presentations and workshops to share our ideas with a range of educational audiences.

• Courses and mini courses for in-service and pre-service teachers (e.g., at the Project Zero Summer Institute and Webster University in St. Louis).

• Growing media coverage including articles on or citing MLV work in the Boston Globe, the Los Angeles Times, the Harvard Gazette, Nickelodeon Parents Magazine, and Teachers Magazine.

• An ongoing cross-cultural collaboration between two organizations which combine 70 years of research, practice, and advocacy on behalf of children.

• The establishment of a cadre of pre-K-8 "educational translators" who have extended ideas based in Reggio classrooms to the American context and work with older students.

• The development of a group learning perspective, including:

  • a conceptual framework for understanding and supporting individual and group learning

  • seven propositions about how learning groups in early childhood form, function, and demonstrate understanding

  • numerous examples of documentation, including vivid images and prose, of individuals learning in groups, many in the form of mini-stories or visual essays

  • an examination of the role of adults (teachers and parents) in learning groups as documenters of children's learning processes and as learners themselves

  • the identification of cultural knots—assumptions, values, and beliefs that frame our understandings and images of individuals learning in groups—which can become barriers to the creation of learning groups.