Loris Malaguzzi (1920-1994) founded the ‘Reggio Emilia’ approach at a city in northern Italy called Reggio Emilia. According to this approach the child is competent, resourceful, curious, imaginative, inventive and possess a desire to interact and communicate with others.
The aim of the Reggio approach is to promote children’s education through the development of all their languages: expressive, communicative, symbolic, cognitive, ethical, metaphorical, logical, imaginative and relational.
- Children construct their own learning experiences.
- Through their interaction with others children form an understanding of themselves, and their environment.
- Children are communicators and use language to investigate and explore.
- Children require open space free from clutter to engage in reflective thinking.
- The role of the teacher is that of a mentor and guide.
- The emphasis is based on documenting child’s thoughts.
- Children use a hundred languages (different ways, e.g. art, drama, music, etc. of demonstrating their understanding of learning).
There are no planned activities or pre-designed teaching material; instead Emergent Curriculum is used wherein teachers plan activities, studies and long term projects in the classroom /based on their observations. Teachers use their interpretations, intentions and goals (social, emotional and academic) to make choices that they share with children. Learning is a spiraling progression and not a linear process.
Projects provide the backbone of the children’s and teachers’ learning experiences. Learning by doing is emphasized. �
Basic Tenet of Reggio Emillo
- The environment is the third teacher: The environment is recognized for its potential to inspire children who are capable of constructing their own learning driven by their interest to understand and know more.
Goal of Reggio Emillo
- To encourage children to form an understanding of themselves and their place in the world through their interaction with other.