Getting to Know Dr. Stefania Rubino: 5 Questions with St. Margaret’s New Early School Director

Dr. Stefania Rubino joined St. Margaret’s as its new Early School Director in July, bringing a deep passion for child-centered learning and a commitment to nurturing a student’s innate curiosity and joy. In this Q&A, Dr. Rubino reflects on what drew her to St. Margaret’s, shares her educational philosophy rooted in the Reggio Emilia approach, and discusses her priorities for the year ahead as the school continues to grow. 

With nearly 30 years of experience in the field of early-childhood education, I continue to deeply value the joy and positive energy that working with young children brings to my life. Throughout my career, I have been a steadfast advocate for the rights of young children, firmly believing that their innate sense of wonder and their freedom to explore their world must be both protected and celebrated.

It is essential to nurture children’s love of learning through everyday experiences, whether it is riding a tricycle on the playground, constructing unique structures with building blocks, collecting leaves, looking at insects or engaging with a variety of art materials. I believe in play as a fundamental right for young children, and it is our responsibility as educators and adults to champion and uphold this right in all aspects of their development. As educators, we are responsible for creating environments in which children experience a true sense of belonging and are valued for who they are. In Early School, learning is an active process; every experience and opportunity offered to the children is the result of intentional and thoughtful planning by the teachers. Nothing is left to chance; each decision is guided by a research-based approach in which teachers act as both observers and researchers, bringing detailed attention and a deep understanding of children’s developmental stages to their work.

I simply fell in love with the Early School during my visit. As I walked in each classroom and witnessed how the teachers interacted with their students, the attention and the design of the spaces spoke to me and aligned with my own views of early childhood and developmentally appropriate practices. Everything reflected a philosophy that places students at the center, recognizing them as capable learners, actively constructing their own understanding, while being supported by professionals that know how to build upon students’ explorations and discoveries by nurturing a genuine love for learning and a lasting sense of wonder. That visit prompted me to reflect on where I truly belong as an early childhood professional who passionately believes in an educational approach that views children as full participants in their learning journey and values play as a vital component for a healthy childhood experience. I found myself imagining the ideal environment for my own growth; one that shares my passion and commitment to early childhood education. I believe that the Early School and St. Margaret’s are that place.

With your deep background in the Reggio Emilia approach, what has impressed you about St. Margaret’s Early School program built upon the strong foundation of Reggio Emilia already in place?

The Early School has embraced many of the tenets of the Reggio Emilia approach. The teachers see the children as capable, filled with wonder and knowledge. Children are viewed as active constructors of knowledge, rather than passive recipients. We place value in the children's freedom to express themselves through words, movement, drawing, painting, building, sculpture, light and shadow play, dramatic play, science, and music. The classroom environments and outdoor classroom are a key component of the children’s educational experience, and the curriculum is not pre-planned or scripted; instead it emerges from children’s interests, questions, and observations. Teachers and children co-construct the curriculum together. The original Reggio Emilia schools are deeply rooted in the unique culture, history, and values of the Italian community. At the Early School, we thoughtfully adapt the core principles of the Reggio Emilia approach to reflect our own context and identity. We benefit from expansive open spaces and a temperate climate, allowing children to spend extended periods outdoors, an experience that shapes our daily routines and learning opportunities. In addition, the design and layout of cities and towns in the U.S. differ significantly from those in Reggio Emilia, further influencing how we implement these principles. It’s important to recognize that while the Reggio Emilia approach provides a powerful framework for understanding children’s learning, we must also celebrate and emphasize the unique identity and personality of the Early School. Our program continues to strongly support children’s growth and development, placing great value on play and the individual needs of our community.

In my opinion it is vital to establish trust and open communication with staff, children, families, and the broader school community. I want to prioritize listening to the needs, hopes and dreams, and opportunities for growth of all stakeholders in order to create a collaborative and supportive environment. I want to ensure staff feel valued and equipped with professional development opportunities, which is the key to maintaining high-quality teaching and growth. Most importantly as the school grows, it’s important to uphold the core values and standards that define the Early School program. I will work to ensure that new students and staff are integrated smoothly and that our educational philosophy remains at the heart of our practice. Our focus remains on the children, valuing their voices, supporting their individual needs, and providing rich, meaningful learning experiences both indoors and out.

Relocating from Washington, D.C. to Orange County has been a significant transition. I’ve felt warmly welcomed by the St. Margaret’s community. In D.C., I was an established professional with deep roots and strong relationships, so stepping into a new environment brings both excitement and a sense of vulnerability. I remind myself to be patient with the process, even as I sometimes wish I could fast-forward to a time when those first-year connections and experiences are already in place. Both my husband and I are eager to build meaningful relationships and become part of the local community. 

Professionally, I am eager to contribute to the school’s growth and to collaborate with new colleagues who share my passion for education and early childhood education. We are excited for the opportunities that this new chapter brings, both in our careers and in our daily lives.