When it comes to early childhood education, a thoughtfully designed curriculum is important.
It lays the foundation for a child’s lifelong learning journey. My early
childhood pre-service students are curious about various early childhood curriculum models… What is the Montessori approach and who was
this “Reggio Emilio” guy 🙂
Let’s start exploring them ONE at a time…
We will start with the Reggio Emilia Approach, which originated in the Italian small town of Reggio Emilia. First, let’s learn about where to find the information to learn more about this approach. This is a link to an Italian website, where you will find online learning resources, pictures, background information or information about tours.
https://www.reggiochildren.it/en/reggio-emilia-approach
Here is a link to the Australian Reggio Emilia Exchange
Key Theorist/Origins: The Reggio Emilia Approach originated in Italy in the aftermath of World
War II, with the pioneering work of Loris Malaguzzi, a prominent psychologist.
Reggio Emilia key ideas
- Child as a capable learner who speaks “100 languages” (ways of self-expression and learning): This approach regards children as naturally curious and competent, actively engaging with the world. Children have rights and are citizens from birth. Children’s rights are foundational for Reggio Emilia’s approach and they inspire everything they do.
- Collaboration and partnerships: It places a strong emphasis on collaboration among teachers, children,
and parents, fostering a sense of community. Reggio Emilia children and educators often go out on excursions, explore the city and their community, and participate in festivals and events. - Documentation: Extensive documentation of children’s learning processes through art,
photographs, and discussions. The way Reggio Emilia educators document is very unique and it makes learning visible. - Environment is the third teacher, which means all educators’s attention should be focused on creating a wonderous and inspiring aesthetically pleasing environment, that is almost magical.
- Project-based approach or inquiry-based learning is the key way to learn.
Role of the Teacher: Teachers in this model are seen as co-learners, observing children
closely and guiding their explorations. They document children’s progress, adding to the
knowledge pool. The teacher is a researcher, a reflective practitioner, and a pedagogista. The
unique position in Reggio Emilia schools is aterlierista, who is a studio art teacher.
Learning Perspective: Learning is viewed as a social process. Children learn through
interactions with others and their environment.
Unique Quality: Extensive use of visual and written documentation, making learning visible.
Challenge: Requires skilled educators who can effectively facilitate child-led learning.
Typically, educators go to Reggio Emilia to learn some important ideas and get immersion via
Reggio Children organisation.
Symbolic Resource: A beautiful display of children’s artwork and photographs symbolises the
Reggio Emilia Approach.
What does the Reggio Inspired Centre look like?
Originating in Italy, the Reggio Emilia pedagogy quickly spread worldwide. This story is about a kindergarten located on one of the Monash University campuses in Melbourne, Australia that I visited 12 years ago. Around 35 children attend this kindergarten five days a week. The kindergarten, which the director Susan calls “home,” is indeed a home – a standalone building. The atmosphere feels more like a home rather than an institutional preschool with its inherent and very specific smells and sounds.
The design of kindergartens implementing Reggio Emilia principles is unique. The main principle is to make spaces comfortable for communication among adults and children: parents and children, parents and educators, educators and children, and, finally, children among themselves. This is achieved through an “open” kitchen. The chef prepares food where parents can see how it is done and can talk to the chef. The children constantly ask the chef questions, help him or her, and simply chat with them during meal preparation.
On the walls, there are amazing pictures, a painted quilt, portraits of the children, their statements, and drawings. The ceiling is not solid, and even in the evening, it is light here – light penetrates through special hatches. I catch a glimpse of a sunbeam: the setting sun reflected in a CD hanging outside. The room has live flowers, compositions of dried plants, and amazing miniature wooden toys. In the corridor, there are sofas for parents, making it comfortable for educators and parents to communicate.
At the far end of the building, there is a quiet room. Here, children can not only sleep but also engage in meditation (they are taught to relax, as not everyone likes to sleep during the day), simply lie down with a book, or play in the dark with a flashlight.
On a shelf in open access are the children’s portfolios, containing not only traditional drawings but also transcripts of monologues and dialogues, stories recorded by the educator from a child’s words, and photos taken by the children. All these wonderful things are not a one-time experiment but part of the program of many kindergartens worldwide that adopt the principles and approaches of the Reggio Emilia method.
Philosophy of Environment and Relationships
children are curios and agentic. They world is full of wonder for them
“Reggio Emilia” is not a theory of education, a methodology, or a model that can not be easily transferred to any kindergarten. It is so-called place-based pedagogy and is embedded in the Italian context, in the context of the real town of Reggio Emilia. Yet, the centre can work using some Reggio Emilia principles and in this case, they call themselves Reggio Inspired. It is more of an experience of a different attitude towards childhood and child-rearing, which Italians today share with educators and teachers from other countries. Thinkers, designers, artists, parents, and everyone concerned about the future of humanity ponders how to raise free individuals capable of reasoning and thinking without succumbing to propaganda slogans. They believe that children should be made full members of society, not only developing their cognitive abilities but also growing through interactions with the local community and other people. The theoretician of this approach was Loris Malaguzzi, the director of educational programs in Reggio Emilia. He drew on the ideas of Piaget, Vygotsky, Montessori, Steiner, Dewey, and Bruner.
The innovative approach to education in Reggio Emilia is based on the following principles:
- A child is a person, and every person deserves respect.
- Children can control their learning and development.
- Children learn by touching, moving, listening, seeing, and hearing. They should not be restricted in these activities.
- Children build relationships with other children in spaces where they can explore the world.
- Children are born part of a community of learners, they learn from each other, from others, from their culture
- Children should have many ways and means to express themselves (drama, music, drawing, singing, dancing, constructing, conversing).
Here is my video on the role of environment
Inquiry-based learning
A key component of this new approach is research or projects. But Reggio Emilia is more than just a project-oriented approach. This pedagogy is inseparable from the place where it originated (Italy, the city of Reggio Emilia), making it challenging to transfer the design and unique environment where Italian children grow up to other contexts. However, one can try to appreciate a similar attitude towards children as creators. Children in Reggio Emilia do not sit at desks, on carpets, or in circles. And if they do sit, it is not to repeat after the teacher. Here, children are co-authors and the initiators of most projects. The educational program is built around their suggestions. All projects resulting from the activities of children and adults are recorded on video, audio, photographed, and described in diaries so that parents and all interested parties can see these works. Children are viewed as unique beings capable of learning at incredible rates and creating. The intellectual and creative activities of children are highly valued and important. Documentation and reports on projects allow both children and adults to reflect on what they have done. Reggio Emilia is a place for joint experiments and is open. Children are not stuffed with ready-made knowledge, which is a key principle of the approach.
Reggio Emilia focuses on Arts: Atelier or Studio
Another feature of Reggio Emilia’s kindergartens is the “atelier.” These spaces are equipped with various materials for crafts that are freely accessible. These can include brushes, paints, plasticine, clay, shells, twigs, wool, paper, and stones. The atelier is a place where a child can express themselves.
Reggio Emilia: The role of the teacher
Educators in Reggio Emilia are also unique. Their role differs from the traditional one. They are not sources of knowledge or role models but co-authors with the children. In the process, they learn, and their approach evolves. They are constantly developing, which includes attending seminars, lectures, and courses on ceramics or art, music, and drama. Their main role is to be patient observers and co-participants in children’s projects. Teachers ask children questions that stimulate them to seek their answers. There is always an element of spontaneity in such activities.
Partnerships with families and community
Parents also actively participate in the development of children, not only their own but also others. They are also a kind of educators in this kindergarten. Teachers, called pedagogistas in Reggio, consider parents as the first and main educators of their children. Parents are informed of any changes in the program; moreover, they are participants and co-authors of this educational program.
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Storykate
