The Reggio Emilia Approach
The art of research already exists in the hands of children acutely sensitive to the pleasure of surprise. The wonder of learning, of knowing, of understanding is one of the first, fundamental sensations each human being expect from experiences faced alone or with others. Loris Malaguzzi
The Reggio Emilia Approach is an innovative approach to early childhood education inspired by the preschools in the town of Reggio Emilia (Italy) where the child is valued as strong, capable and resilient; rich with wonder and knowledge. Every child brings with them deep curiosity and potential and this innate curiosity drives their interest to understand their world and their place within it.
The Hundred Languages of Children
Probably the most well-known aspect of the Reggio Emilia Approach. The belief that children use many different ways to show their understanding and express their thoughts and creativity.
A hundred different ways of thinking, of discovering, of learning. Through drawing and sculpting, through dance and movement, through painting and pretend play, through modelling and music, and that each one of these Hundred Languages must be valued and nurtured.
These languages, or ways of learning, are all a part of the child. Learning and play are not separated.
The Reggio Emilia Approach emphasises hands-on discovery learning that allows the child to use all their senses and all their languages to learn.
Every child is a unique strong communicator
Children are capable of constructing their own learning
They are driven by their interests to understand and know more.
Children form an understanding of themselves and their place in the world through their interactions with others
Project Work: Projects are in-depth studies of concepts, ideas and interests which arise within the group. Considered as an adventure, projects may last one week or could continue throughout the school year. Throughout a project, educators help children make decisions about the direction of study, the ways in which the group will research the topic, the representational medium that will demonstrate and showcase the topic and the selection of materials needed to represent the work. Long-term projects enhance lifelong learning.
Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self.
The environment is the third teacher
The environment is recognised for its potential to inspire children. An environment filled with natural light, order and beauty. Open spaces free from clutter, where every material is considered for its purpose, every corner is ever-evolving to encourage children to delve deeper and deeper into their interests.
The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. The space is cared for by the children and the adults.
Environment: Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. Environment is considered the "third teacher." Teachers carefully organize space for small and large group projects and small intimate spaces for one, two or three children.
Documentation of children's work, plants, and collections that children have made from former outings are displayed both at the children's and adult eye level. Common space available to all children, includes role play areas and work tables for children to come together. The “Atelier” or art studio is a key feature of a Reggio-inspired classroom, as is an “atelerista” or art specialist trained in early childhood education and fine arts. The atelier should be beautiful and inspiring, and allow children to actively investigate, explore and problem solve.
The adult is a mentor and guide
The educator's role within the Reggio Emilia approach is complex. It is first and foremost to be that of a learner alongside the children. The educator is a researcher, a resource and guide as she/he lends expertise to children. Within such a more experienced friend - researcher role, educators carefully listen, observe, and document children's work and the growth of community in the room and are to provoke, co-construct, and stimulate thinking, and children's collaboration with peers. They are also committed to reflection about their own teaching and learning.
An emergent curriculum is one that builds upon the interests of children. Topics for study are captured from the talk of children, through community or family events, as well as the known interests of children. Team planning is an essential component of the emergent curriculum. Educators work together to formulate hypotheses about the possible directions of a project, the materials needed, and possible parent and community support and involvement. While children's interest is the core, educators are still the primary planners of the curriculum and units of study; children do not simply following their own interests and doing whatever they want to do, on the contrary, learning is scaffolded, built up and enhance according to children's interest.