Three teachers implemented a modified Reggio Emilia approach in their multiage, looped, early childhood, setting. This study examined how teachers articulated their work and how they deconstructed social studies through enacting tenets of the approach. Through processes of research, the teachers found that the primary students described themselves as self-directed learners. They represented thoughts, feelings and observations through the graphic arts as a means to document what they and their young colleagues learned in social studies. Never once did the young learners mention learning without basal, but did take notice of the rich array of child appropriate non-fiction and fictional literature about topics. Parental involvement was intensified and a group of parents served to assist three teachers throughout the academic years. Children noticed that their teachers took their social studies learning seriously. As they documented itself served as a spark for the next in-depth topic for the young social scientists.