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The Reggio Approach
The Reggio Emilia approach to childhood education has its origins dating back to post World War II Italy, however, the approach was formalised in 1963. The Reggio Emilia approach has been implemented in schools worldwide and has become the hallmark for high quality education for young children. This system, which is based on education through social and cultural involvement, received public acclaim following a traveling exhibition of children’s creative works. The Italian educators shared their knowledge throughout the world but always emphasized that they were not providing a recipe for others to follow, as all practice must be shaped by the specific context and culture of the school, the community, and the broader society.
The fundamental principles of the Reggio Emilia
approach are as follows:
- Young children are strong and capable. The child is not seen as an empty vessel ready to be filled with knowledge but a unique individual who already has a great deal to offer.
- Teachers, caregivers and parents are partners and co-constructors in children’s learning. Adults listen to and observe children closely; they ask questions in order to discover children’s theories and hypotheses, and they enact roles of guide, facilitator and scaffolder of learning. Adults teach skills which allow children to experience success.
- Learning is a social and collaborative process that occurs most powerfully when children work with other children, their families, teachers and the community. Parents and teachers work together in the education process exchanging ideas and views about the children which forms firm links between home and school.
- The environment is the third teacher. A pleasant, orderly and interesting space encourages children to develop relationships with adults and peers. Children’s relationships support them to experience, encounter, engage with and make meaning from phenomena in their world.
- Young children communicate their knowledge and understanding in many different ways. This may include words, movement, drawing, painting, building, sculpture, dramatic play and music. Great insight into a child’s thinking can be gained by analyzing these symbolic representations.
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