An education philosophy based on the image of the child, and that of human beings processing strong potentials for development, and as a subject of rights who learns and grows in the relationship with others.The Reggio approach was developed after World War 2 in Italy by a young and inspirational teacher called Loris Malaguzzi.He promoted the idea of children as active participants in their own learning in a unique reciprocal relationship with their teachers. Learning is an active process and not a transmission of pre-packaged knowledge. Rather, the child has a hundred languages. Suggesting that children have multiple ways to express themselves.
100 Languages of children
What’s unique to the Reggio approach philosophy is the belief that there are 100 languages of children. Every child has 100 languages that they can learn in all of these forms of expression whether it’s by the use of clay, paper making, dance, drama, musical instruments and much more. Being Reggio inspired means that you have great faith in children.
In the Reggio approach, the educator is considered to be three things. Teacher, child and the environment. Teachers are given non-contact time to give them the chance to talk about the children and to be able to write their observations and plan what will be offered to the children next. The value and encourage child initiated activities, they challenge and provoke the ideas of the child. They allow the child to make his/her own mistakes learn from them. They closely observe children to document the child’s progress and to judge appropriate moments to intervene.
A Reggio school aims to create a welcoming, nurturing a home-like environment that’s recognized for its potential to inspire children. It is a place of encounter and connection, interaction, and dialogue. The Reggio teacher is a keen observer, documenter, and partner in the learning process. The teacher allows the children to make their own hypothesis, test their hypothesis and share what they’ve learned.
Documentation plays a critical part in children’s learning. Children revisit their ideas and get a new perspective. A teacher works on projects with small groups of children while the rest of the classroom continues to involve itself in other self – selected activities and explorations.
Reggio inspired provocations are activities prepared by the teacher to extend the child’s way of thinking.These inspirations
provoke a child to use their senses, ask questions, solve problems and think further.
EXAMPLES OF REGGIO INSPIRED ENVIRONMENTS:
According to the Reggio approach, the environment is like the 3rd teacher. It must be inspiring with natural light, order, and beauty. Make sure to de-clutter your room and have clearly defined spaces. If you need to redefine your spaces make sure they respond to children’s interest.
An example would be chandeliers which are very common in Reggio inspired environments. They can be made out of recycled and natural materials as well as bits and pieces from around the house.
The curriculum should be fluid, emergent, dynamic and unique. It stems from the child’s own interests and curiosities.
The child is a researcher trying to answer the questions of life. Children learn documentation techniques that give them tools to express their ideas.
The school combines a lab and art studio in one for the developing and valuing the research process of the child. The classroom is designed to be aesthetically pleasing to the children. Teachers take great care to keep it organized and attractive. Natural lighting from large windows and open spaces give the environment a relaxed feel. Collaboration in such a process should be highly valued.
How to get started?
‘The wider range of possibilities we offer children, the more intense their motivations and the richer their experiences.” Loris Malaguzzi – Reggio Emilia founder.
Reggio Inspired Materials
Take a look around your classroom. Get rid of as many plastic materials as possible. Choose open-ended materials instead.Open-ended materials are the ones that can be transformed and that require the children to use their imagination and their own experiences.They must be natural, inviting, sensory and aesthetically pleasant.Use objects and materials children would find in their own homes.
Some examples of materials…
Loose parts, Mailing cardboard tubes, Playdough, Fabric scraps, Paper, Stones, Cotton Wool, Buttons, Beads, Bark, Corks, Elastic bands, Plastic figures.
Source: Nabeel Abed teacher development handbook: Reggio Emilia Approach to ECD