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Odyssey Magazine's
Reggio Emilia Issue

Reggio Emilia

Reggio Emilia is not a curriculum; it is a philosophical approach to working with children. The philosophy comes from schools in Reggio Emilia, Italy. This approach started in the early 1960's.

For us, understanding Reggio required a paradigm shift or a shift in our thinking. We needed to evaluate how we worked with children in a different way than teachers are typically trained in the U.S.

The image of the child is central to the approach:

Who is the child?

How do we think about children?

Emotion and cognition are recognized as relevant and they contribute to the image of the whole child and the existing knowledge of the child.

The quote below by Malaguzzi who was a former teacher in Reggio sums up how the Italians using this approach view education with children:

"Each child is unique and the protagonist of his or her own growth. Children desire to acquire knowledge, have much capacity for curiosity and amazement, and yearn to create relationships with others and communicate. "

Another quote by Malaguzzi:

"Children are open to exchange and reciprocity. From early in life they negotiate with the social and physical worlds - with everything the culture brings them." Children are looked at through an "At positive approach, not an "At risk approach". Education is based on relationships.

Children are thought to have a least 100 languages. Art, music, dance, building, writing, talking, signing, etc. are all considered part of the 100 languages of children. The multiple languages are used to help children build knowledge and understand the world around them. The natural environment is incorporated as much as possible.

Environment is very important. The environment itself is very neutral in the use of colors, much like art museums, so the work of the children becomes the focus of the space. Learning spaces are beautiful spaces that are reflections of the children and families who are there. Environment is considered a "third teacher" when it facilitates learning in this way.

The role of the teacher is to be a researcher, a documentor, a supporter of learning, and also to reflect on oneself. Self-reflection as an educator is Key.

Documentation is central to the Reggio approach. Documentation communicates the life of the center to others visiting the center. It also provides opportunities for children to revisit the experience. Documentation is a process that involves observation, reflection, collaboration, interpretation, analysis, and is made a part of the classroom.

The Project approach is the way in which a topic is explored. The Project involves three phases - Phase 1, Beginning the Project; Phase 2, Developing the project; Phase 3 Concluding the project. This approach uses intense planning and part of the teacher's role is to project the possibilities of a particular project.

Learning is looked at as a spiral process that occurs with constant revisiting. Learning is continual and it goes deeper with each revisitation.

We are enjoying our journey to a better understanding of children and their many languages through which they express themselves.

For more information about the Reggio Emilia approach visit: Reflections on the Reggio Emilia Approach