The Reggio Emilia Approach is a child-focused educational practice which is named after the city in which it was first developed and practiced, in Italy’s Emilia-Romagna region. The Reggio Emilia approach was developed by educator Loris Malaguzzi, who functioned under the belief that children are both smart and capable enough to construct their own learning pathways.
This practice is implemented within some of our centres. We strongly believe that children can construct their own knowledge and hold the ability to develop thoughts and ideas independently, as practised within the following principles:
- Children are capable of constructing their own learning
- Community is important and children learn by collaborating with their communities
- Humans are natural communicators and children should be encouraged to express themselves
- The environment is the third teacher and must be enriching and supportive
- Teachers are partners, nurturers and guides to children and help them explore their interests through projects
- Children’s learning must be documented
A key tool of the program is found within the poem written by founder Loris Malaguzzi, “No Way. The Hundred is There“, voicing the idea that children are at the centre of this educational approach, equipped with 100 languages.
In Reggio, the expression ‘the environment as the third teacher’ shares Malaguzzi’s belief that the physical environments in which we raise and educate children have a strong impact on the nurturing, learning and development they receive. There is a key emphasis which is placed on the quality of the learning environment, which is why our centres boast state-of-the-art facilities. Productive learning environments can both support and enrich a child’s ability to enhance their ‘sense of self’. Educational environments which actively participate in the Reggio Emilia Approach encourage creativity, active communication, personal relationships, teamwork, learning, ethics, and responsibility.