REGGIO EMILIA OVERVIEW
Curriculum developed around real experiences and project based learning
children are capable of constructing their own knowledge and understanding of the world
developed after World War II by pedagogist Loris Malaguzzi
believes that a child has 100 languages
process over product
Reggio Emilia "Inspired"
Due to the unique nature of the Reggio Emilia community in Italy, and how tightly woven the approach is in the fabric of the local government, community, and people, it is difficult to exactly replicate this approach in the United States. As a result, schools in the United States that follow the Reggio Emilia philosophy often call themselves Reggio- Inspired.
To be Reggio Emilia- Inspired is to adopt the core values and beliefs of this approach and let them guide the evolution of the curriculum and development of the child.
The Third Teacher
The environment serves as the third teacher in a Reggio-Emilia inspired classroom. The classroom tells the story of the child's learning. Each piece in the room is reflective of the developmental stage and phase the children are going through.
The room is full of authentic documentation, both by the teacher and by the child.
Learn more about the beauty of reggio emilia inspired classroom documentation.
Atelier (The Studio)
Rooted in creation, every Reggio-Emilia Inspired school has a studio space which invites students come to create, explore and experience themselves through art. It is a beautiful space brimming with natural light, creativity and curiosity.
The adult in the room serves as the Atelierista who is responsible for documenting and reflecting on the child's experiences and expressions through art.
THE 100 LANGUAGES
Children can learn in hundreds of ways of expression; music, clay, dance, creation etc.
Through these expressions, we are able to pick up on the true interests of the child.
Reggio Emilia approach values the freedom of choice and voice of the child in order to value their true expression.
Students and teachers contribute to the addition and organization of materials in the classroom.
Materials are authentic, open ended and reflect the natural world (wood, glass, brick, nature, recycled materials, etc) and are curated and arranged in a way to provoke inquiry for your students.
Materials should not tell the child how to play (cars, plastic dinosaurs etc.) rather entice them to create an object they want to use for play.