What is the Reggio Approach?

The "Reggio Approach" began in Reggio Emilia, a city located in Emilia Romagna in Northern Italy. Often referred to as the "best child care in the world", this system of education invites us to see the possibilities of what children can be. To be accurate, it is not an approach, but a philosophy that governs education within a school. The philosophy has several key points: the image of the child, the image of the parents, the role of the environment and the role of pedagogical documentation.

There are three important groups within a school: children, parents and teachers. A strong network of relationships between these groups - based on a respect for the child, the parent and the teacher - allows everyone to work together toward a common purpose; the building of a culture which respects childhood as a time to explore, learn and create. These relationships occur within an environment - the school. A Reggio philosophy places emphasis on the importance of the environment, seeing the environment as an active teacher in the child's learning. Finally, there is emphasis on observation and documentation, so that the work process of each child can be revisited and extended.

The Image of the Child
At the heart of this system is the powerful image of the child. Reggio teachers do not see children as empty vessels that require filling with facts. Rather they see children as full of potential, competent and capable of building their own theories.

Children are better able to expand their potential when the caring adults in their lives support them. Through ongoing exchanges between teachers and children, children learn to explore, create, analyze and to embrace the process of learning.

Rights of the Parent
The Reggio approach respects the unique and important relationship between parent and child. This relationship is the most important relationship in a young child's life and as such, parents need to have an active role in their child's learning experience.

"It is the right of parents to participate actively, and with voluntary adherence to the basic principles, in the growth, care, and development of their children who were entrusted to the public institution. This means no delegating and no alienation. Instead, it confirms the importance of the presence and the role of the parents." - Loris Malaguzzi

The Reggio Teacher
The Reggio teacher allows the children to ask their own questions, and generate their own hypotheses and to test them. The teacher will explore and generate many possibilities - both affirming and contradictory - because the exploration of possibilities is a platform for exploring, discussing and debating.

Teachers are dedicated to ongoing learning and to the possibility of learning occurring in different forms: through classroom observations, formalized education and, most importantly, reciprocal relationships with children, colleagues, parents and community members.

The Environment

"The school produces for the adults, but above all for the children, a feeling of belonging in a world that is alive, welcoming and authentic." - Loris Malaguzzi

The physical space of the school encourages communication, learning and relationships. Materials, activities and design encourage choice, problem solving and discovery. Children and teachers are not restricted to a stagnant classroom - materials and furniture may be moved or redesigned, as children's learning requires.

Children are given opportunities to be alone, with small and large groups of peers, with teachers and with family. Teachers observe child behaviour and guide children accordingly, always aware that children learn both independently and from peers.

Projects
Classrooms working within a Reggio philosophy often work through long-term and short-term projects. Projects involve immersion in idea's, interests and theories that children deem worth knowing about and are inspired by.

Teachers guide research to support learning as the project is explored, providing resources and support as needed. Teachers also document the process so children can reflect on the path the project has taken.

Projects may be worked on in small or large groups and should not be considered as a "theme", but rather a child-instigated "study". The length of a project is often uncertain - projects may last a few days or even several years. Teachers trust that a multitude of learning's will develop out of project work, and allow the project to form a structure for learning within the classroom.

Documentation
Teachers spend a large amount of time observing work and children in the classroom and then documenting the work and work process. This is done for several reasons:

1. For teachers to reflect on how best to extend current learning

2. To make learning processes visible to parents and school visitors

3. To make learning processes visible to the children, so that children can reflect on and revisit learning.