What is the Reggio Emilia approach?
Our curriculum draws from the Reggio Emilia approach to early learning, which has become the benchmark for excellence in teaching young children.
The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education, which values the child 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 Reggio Emilia approach originated in the town (and surrounding areas) of Reggio Emilia in Italy out of a movement towards progressive and cooperative early childhood education.
It is unique to Reggio Emilia. It is not a method. There are no international training colleges to train to be a Reggio Emilia teacher. Outside of the town of Reggio Emilia, all schools and preschools (and home schools) are Reggio-inspired, using an adaptation of the approach specific to the needs of their community.
This is important, as each student, teacher, parent, community, and town are different. No two Reggio-inspired communities should look the same, as the needs and interests of the children within each community will be different.
Typically the Reggio Approach is applied to preschools and early childhood settings but I think, with an understanding of the general principles, this inspiring child-led approach can be adapted to the home as well.
There is a strong focus on social collaboration, working in groups, where each child is an equal participant, having their thoughts and questions valued. The adult is not the giver of knowledge. Children search out the knowledge through their own investigations.
The adult is a mentor and guide
Our role as adults is to observe (our) children, listen to their questions and their stories, find what interests them and then provide them with opportunities to explore these interests further.
The Reggio Emilia approach takes a child-led project approach. The projects aren’t planned in advanced; they emerge based on the child’s interests. There is an emphasis on documenting children’s thoughts and making their thoughts visible in many different ways: photographs, transcripts of children’s thoughts and explanations, visual representations (drawings, sculptures etc.), all designed to show the child’s learning process.
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.
The Hundred Languages of Children
Probably the most well known aspect of the Reggio Emilia approach.
The belief is that children use many different ways to show their understanding and express their thoughts and creativity and that there are a hundred different ways of thinking, discovering and learning.
Through drawing and sculpting, through dance and movement, through painting and pretend play, through modeling 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.
Children are communicators
Communication is a process, a way of discovering things, asking questions, using language as play. Playing with sounds and rhythm and rhyme; delighting in the process of communicating.
Children are encouraged to use language to investigate and explore, to reflect on their experiences. They are listened to with respect, believing that their questions and observations are an opportunity to learn and search together. It is a process; a continual process. A collaborative process. Rather than the child asking a question and the adult offering the answers, the search is undertaken together.