Values of the Reggio Emilia Approach to Childhood Education

Participation

The schools are organized to promote participation and constructive co-existence based on listening, openness and recognition of others. Many projects are initiated in order to bring adults and children together. Reggio educators view education as a relationship among three protagonists: child, teacher and parent. Exchange and dialogue is valued between children, teachers and parents.

Ongoing professional/staff development

The work and relationships of teachers to children and parents is essential. The teachers' professional development is integrated into their work week. In fact, teachers are paid six hours a week for professional development, planning, preparation of materials, community management and meetings with families and others. Ongoing professional development is valued through initiatives by and for teachers.

Collegiality

Teachers work in pairs and maintain strong collegial relationships with colleagues and staff. They engage in ongoing discussions and interpretations of their work—and the work of the children. It is these exchanges and dialogues that provide the ongoing training and theoretical enrichment so vital to the Reggio Emilia experience.

Environment

When you walk into a Reggio Emilia School it's easy to understand why the Reggio Emilia approach considers the school environment to be the "third teacher." Much attention is paid to the look and feel of the classroom. The objective is to create a pleasant atmosphere, where children, families and teachers feel understood and at ease. The environment is seen as a significant element of the education and a reflection of the school's culture over time. The focus on the environment represents the value placed on aesthetics, organization, thoughtfulness, provocation, communication and interaction.

Atelier

One of the primary innovations of the Reggio Approach is the atelier, the school studio and laboratory. The atelier is a place for experimentation with separate or combined visual languages, either in isolation or in combination with verbal ones. There are mini-ateliers next to each classroom, which are used for extended projects. These ateliers are equipped with clay, wire, paint, pens, paper, beads, shells and a variety of recycled, natural materials used by the children in short- and long-term projects with the purpose of expressing the "hundred languages" of children.