Reggio Emilia
Reggio Emilia is an educational philosophy that was started in Reggio Emilia, Italy, shortly after WWII. It was developed by Loris Malaguzzi, a humanitarian and educator, alongside a group of parents, with the purpose of empowering children to take ownership of their learning experience. The Reggio philosophy is a constructivist learning theory, based on the image of the child and their potential to construct and build knowledge in their own unique way.
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Click here to watch a video introducing the Reggio Emilia approach.
The main components of the Reggio Emilia philosophy:
Children
The Image of the Child is the belief that each child is a competent, trustworthy, and ambitious individual. When we trust our children, we nurture the goodness, curiosity, confidence, and creativity within them. Children are capable of contributing to their own learning experience. Therefore, children are viewed as essential collaborators who play an active role in the classroom. Every child adds value, and their thoughts, questions, and interests are honored.
100 Languages
The 100 Languages of the Child is the belief that children have countless ways of expressing themselves and communicating. All of their languages are encouraged, respected, and celebrated. Communication takes many forms such as movement, drawing, painting, building, music, and symbols. Children need space to discover, freedom to feel, materials and resources for self-expression, and a thriving community where everyone enjoys and learns from one another.
Teachers
Teachers act as guides and are seen as co-learners and co-collaborators. They are responsible for creating the ever-evolving, emergent curriculum. They participate in the learning process by observing, questioning, and supporting a child’s exploration. Teachers create an environment of open-ended discovery based on the child’s unique interests, and they continuously evolve the environment to intrigue and motivate the child. The teacher is a model of lifelong learning, and there is continuous evaluation and discussion around their work and the work of the children.
Environment
The environment serves as the third teacher. The classroom is warm, intentional, and engaging. Material is chosen with purpose and encourages curiosity, communication, and relationship. Loris Malaguzzi described the classroom as a “living organism, a place of shared relationship among the children, the teachers, and the parents” where they have a “feeling of belonging in a world that is alive, welcoming, and authentic.” In addition, outdoor spaces are just as valuable as indoor classrooms, and the children naturally flow between the two.
Documentation
As children are exploring and learning, teachers observe and take notes. They document the children’s interactions, skills, learning processes, and growth. Documentation can include photos, videos, artwork, portfolios, or writing. It is a vital component in reflecting on and demonstrating the educational process. Furthermore it shows the value in the children’s work and helps to assess their development. Teachers evaluate and exchange their findings with one another to brainstorm evolutions to the environment and curriculum. Documentation is also necessary for communication between teachers and parents.
Parents
The Reggio Emilia philosophy aims to bridge the gap between students, teachers, and parents. Parent involvement communicates to the child that their learning and work are important. Parents are encouraged to participate in the community by sharing whatever they are excited about and able to contribute: resources, knowledge, time, or skills.