Reggio Emilia

Reggio Emilia
Originating in the small town of Reggio Emilia, Italy shortly after Word War II, the "Reggio approach" has gained international recognition, the Reggio Emilia schools were recognized by News Week as one of the "Top 10 Schools in the World" (1991). Children are viewed as competent individuals able to take an active role in their own education. This "competency viewpoint" varies significantly from traditional education methods which place a child in a passive learning role. We view children as creative beings and welcome their individual contributions to our classroom. Our classroom is viewed as a community where each child makes important contributions to our daily activities.


Emergent/Negotiated Curriculum
Many programs use pre-planned, teacher-directed "themes" or units, usually repeating the same topics year by year. In contrast, we carry out extended studies of topics that are selected based on the children's interests. These projects are in depth explorations, sometimes lasting for weeks or months. We have identified three varying types of studies: Projects--which involve the entire class group and typically extend for 4-6 weeks, Explorations--which typically involve a small subgroup of children who are interested in the same study topic, and Explorations--which involve an individual child or small groups of children who are engaged in short term explorations or activities of interest. We set aside specific time each day for children to explore and learn about our these topics of study, with an extended period of exploration on Fridays (or Thursdays for 2-day a week children).


Role of the Mentor/Teacher
In Reggio Emilia the teacher is viewed as a "partner, nurturer, guide, and researcher". We like to view ourselves more as mentors than teachers, our purpose is to provide the time, materials, and methods for children to develop their own learning opportunities. We often find ourselves learning alongside the child as we explore topics of interest. We engage in an ongoing cycle of observing, documenting, planning and carrying out activities, and revisiting our work.

Role of the Parent
We view parent as their child's first, and most important teacher, and as partners in your child's learning journey. Parent input is always welcome! We offer several opportunities for parents to participate in the development and implementation of each child's activities. We hold quarterly parent/teacher/child conferences and can schedule informal conferences at any time. We encourage parents to assist their child in exploring topics of study at home and bringing that knowledge into the classroom to share. We have an "open door" policy, parents are welcome to observe at any time. Volunteering in the classroom is strongly encouraged.

Environment as a "Third Teacher"
Reggio philosophy views the environment as a vital aspect of children's learning experiences. The environment is set up in such a way that the child can freely explore with limited guidance/direction from adults. Materials are readily available and organized in a way that makes them easily accessible.
The environment is clean, tidy, and aesthetically pleasing, with more of a home-like atmosphere than the traditional classroom. The environment is also constantly changing to meet the ongoing needs of each child.


Ongoing Documentation
Documentation is a key aspect of emergent curriculum. Teacher/mentors constantly use various means of documentation including formal and informal observations, written notes, pictures or video recordings, and samples of children's work to evaluate where a child is currently and determine where the child's learning journey may take them. Documentation is shared in the community through display panels, home-school notebooks/portfolios, and learning "stories".


The Hundred Languages
Loris Malaguzi, founder of the Reggio approach, viewed children's means of communication in various ways as different languages. These "languages" are not limited to verbal or written forms of language, they include dramatic play, visual arts, building and constructing, and "one hundred and a hundred more". Anything a child does can be viewed as a means of communication. We encourage children to strengthen their ability to communicate through whatever methodology is most effective for them.


The Language of Art
Opportunities for children to engage in expressive arts is a vital aspect of the Reggio approach. Many Reggio inspired schools have an "atelier" or art studio set aside for these explorations. While our space does not allow for a completely separate area for studying the arts we have tried to incorporate easily accessible art materials and opportunities for creative expression throughout the classroom. Children are introduced to various mediums including tempera paint, liquid watercolors, oil and chalk pastels, clay, wire, "loose parts" (recyclables and found objects), and a variety of quality drawing materials. Older children are given the opportunity to use artist-quality oil and acrylic paints. We introduce various mediums following the outline given in the book The Language of Art: Reggio-Inspired Studio Practices in the Early Childhood Classroom. However, various mediums and structured and unstructured art activities are provided on an ongoing basis.