The Reggio Emilia Approach
to Early Childhood Education
A
Brief Interpretation
The Reggio Emilia approach to early education takes its
name from a city in northern
In 1991,
Newsweek Magazine stated that the municipally run preschools of Reggio Emilia,
Italy, “are the best, most innovative preschools in the world.”
The Reggio
Emilia approach to teaching and learning is based upon these principles:
The Image
of the Child
Children are “rich, powerful, and competent.” Children come into the educational setting
with a wealth of knowledge - teachers need to tap into that knowledge and build
upon the strengths of the children.
Children have many languages…drawing, writing; dramatic play and
sculpting all provide children a means to express themselves. The Reggio approach strongly supports the
development of these languages in young children.
Curriculum
The curriculum,
or course of study, is emergent and originates from the children’s ideas and
interests. For example, children in our preschool were interested in learning
about bridges – teachers observed children building them in
the block area and listened to their questions about the differences between
tunnels and bridges. We walked to the engineering quad on the UMass campus with
pencils and journals to sketch real bridges.
The drawings and photographs sparked discussions related to bridge
building in our classroom, and concepts such as “over vs. under” were
uncovered, not taught. The children were then invited to construct a
real bridge in our classroom using wood and hammers, nails, screwdrivers and
screws.
Projects or topics of study can be short or long-term,
evolving as children learn
and/or ask new questions, and discover new problems to solve. Inquiry and problem-solving are a major focus of the Reggio approach.
The Role
of the Teacher
Two master teachers work in each Reggio classroom. Four teaching assistants and an Atelierista (person trained in the visual arts) work in
each school to provide additional support to the children and master teachers.
The low teacher-to-child ratio provides opportunities for personalized
discussion and supports the documentation of children’s ideas. Teachers observe and
document projects using photographs and/or videotape. This documentation is
“paneled” (dialogue between children and teacher is typed
and mounted on colorful poster board with photographs) and displayed throughout
the classroom. As children view the panels, they see themselves as capable
learners and important contributors to the project. The panels also enable each
child to revisit their learning process.
Teachers truly value and support children’s
ideas by observing and listening closely to them, and by “partnering”
with children to plan next steps.
Parents Role
The parent is considered the child’s first teacher. Parents are
highly respected and valued in a Reggio classroom. They are encouraged to participate in the
program as much as they would like to – perhaps a parent could talk
about their talents or hobbies with the children. Many topics for future discussions result
from a parents visit. For example, a parent visited our classroom in February
to help children learn about tapping a Maple tree for its sap. The parent then cooked the sap and made maple
syrup with the children, and pancakes for snack. The process was documented with photographs
of the group activity and children’s artwork of trees and sap. The children were encouraged to wonder why
sap was clear when it came from the tree and then amber when poured over the
pancakes. A strong community is
established within the school as parents become actively involved with teachers
and their children’s
learning.
The classroom environment is considered to be the child’s third
teacher, and is carefully designed to be a warm and inviting place for both
children and adults. Teachers capitalize on natural light, inviting children
and to paint and sketch in it frequently. There are many plants and “homey” touches
in the space to support a close home-school connection. The teachers
often place mirrors in interesting places around the classroom. The materials
are beautifully displayed in baskets to invite children to come and play with
them. The layout of the physical space can include a common space for children
to gather for group work and play. Children’s artwork and
documentation panels are beautifully displayed on the walls throughout the
school.
Each school also has an Atelier or project studio that
provides a space for small groups of children to work on projects over an
extended period of time. Children are naturally
drawn to materials relating to art. A
variety of media are provided in the studio and children are encouraged to
explore and create with them on a daily basis.
In summary this approach supports collaboration on all
levels, and nurtures individuality
as well. Encouraging children to be
creative problem-solvers within a community is central to the Reggio Emilia
approach.
"Our expectations of
the child must be very flexible and varied.
We must be able to be amazed
and enjoy like the children often do.
We must be able to catch the
ball that the children throw us,
and toss it back to them in
ways that make the children want to
continue the game with us, developing,
perhaps, other games as we go along.”
~ Loris Malaguzzi,
Founder, Municipal Schools
Reggio