Introducing reclaimed materials into the art classroom provides students with unique opportunities to connect ordinary, discarded objects with unique, personal artistic creations. In an effort to better understand this connection, this article explores existing pedagogical precedents that support the role of the inclusion of reclaimed materials in visual arts education. The authors chronicle an investigation into the role of reclaimed objects in children's artworks which began on their recent trip to Reggio Emilia, Italy, the site of a reclaimed materials center available for use by local teachers, students, and community members. In addition, the authors conducted a brief research project exploring the use of reclaimed materials with 2nd-grade students in an after-school program in the United States. The results of that project are presented following a discussion of the Reggio Emilia approach to reclaimed materials in children's artworks. The article concludes by offering suggestions as to how educators outside of Reggio Emilia might use and extend these ideas from found object explorations in their own classrooms. (Contains 2 figures and 1 table.)