Reggio Emilia (page 2)
Reggio Emilia, a city in northern Italy, is widely known for its approach to educating young children (Hendrick, 1997). Founded by Loris Malaguzzi (1920–1994), Reggio Emilia sponsors programs for children from three months to six years of age. Certain essential beliefs and practices underlie the Reggio Emilia approach. These basic features define the Reggio approach, make it a constructivist program, and enable it to be adapted and implemented in many U.S. early childhood programs.
Beliefs About Children and How They Learn
The Reggio approach focuses on each child and is conducted in relation to the family, other children, the teachers, the environment of the school, the community, and the wider society. Each school is viewed as a system in which all these interconnected relationships are reciprocal, activated, and supported. In other words, as Vygotsky believed, children learn through social interactions. In addition, as Montessori indicated, the environment supports and is important to learning.
When preparing space, teachers offer the possibility for children to be with the teachers and many of the other children, or with just a few of them. Also, children can be alone when they need a little niche to stay by themselves.
Teachers are always aware, however, that children learn a great deal in exchanges with their peers, especially when they interact in small groups. Such small groups of two, three, four, or five children provide possibilities for paying attention, listening to each other, developing curiosity and interest, asking questions, and responding. Also, groups provide opportunities for negotiation and ongoing dynamic communication.
Malaguzzi wrote a poem about the many languages of children. Here is the way it begins:
The child is made of one hundred.
The child has a hundred languages, a hundred hands, a hundred thoughts.
A hundred ways of thinking, of playing, of speaking.
The hundred languages Malaguzzi was referring to include drawing, building, modeling, sculpturing, discussing, inventing, discovering, and more. Teachers are encouraged to create environments in which children can use all hundred languages to learn.
Reggio Emilia teachers believe time is not set by a clock and that continuity is not interrupted by the calendar. Children’s own sense of time and their personal rhythms are considered in planning and carrying out activities and projects. The full-day schedule provides sufficient time for being together among peers in an environment that is conducive to getting things done with satisfaction.
Teachers get to know the personal rhythms and learning styles of each child. This is possible in part because children stay with the same teachers and the same peer group for three-year cycles (infancy to three years and three years to six years).
Adults play a very powerful role in children’s lives; children’s well-being is connected to the well-being of parents and teachers.
Teachers observe and listen closely to children to know how to plan or proceed with their work. They ask questions and discover children’s ideas, hypotheses, and theories. They collaboratively discuss what they have observed and recorded, and they make flexible plans and preparations. Teachers then enter into dialogues with the children and offer them occasions for discovering and also revisiting and reflecting on experiences, since they consider learning an ongoing process. Teachers are partners with children in a continual process of research and learning.
An atelierista, a teacher trained in the visual arts, works closely with teachers and children in every preprimary school and makes visits to the infant/toddler centers.
Parents are an essential component of the program and are included in the advisory committee that runs each school. Parents’ participation is expected and supported and takes many forms: day-to-day interaction, work in the schools, discussion of educational and psychological issues, special events, excursions, and celebrations.
The infant/toddler centers and school programs are the most visible aspect of the work done by teachers and parents in Reggio Emilia. They convey many messages, of which the most immediate is that this is a place where adults have thought about the quality and the instructive power of space.
The Physical Space
The layout of physical space, in addition to welcoming whoever enters, fosters encounters, communication, and relationships. The arrangement of structures, objects, and activities encourages choices, problem solving, and discoveries in the process of learning.
The centers and schools of Reggio Emilia are beautiful. Their beauty comes from the message the whole school conveys about children and teachers engaged together in the pleasure of learning. There is attention to detail everywhere: in the color of the walls, the shape of the furniture, the arrangement of simple objects on shelves and tables. Light from the windows and doors shines through transparent collages and weavings made by children. Healthy green plants are everywhere. Behind the shelves displaying shells or other found or made objects are mirrors that reflect the patterns that children and teachers have created.
The environment is also highly personal. For example, a series of small boxes made of white cardboard creates a grid on the wall of a school. On each box the name of a child or a teacher is printed with rubber-stamp letters. These boxes are used for leaving little surprises or messages for one another. Communication is valued and favored at all levels.
The space in the centers and schools of Reggio Emilia is personal in still another way: it is full of children’s own work. Everywhere there are paintings, drawings, paper sculptures, wire constructions, transparent collages coloring the light, and mobiles moving gently overhead. Such things turn up even in unexpected spaces like stairways and bathrooms. Although the work of the children is pleasing to the eye, it is not intended as decoration, but rather to show and document the competence of children, the beauty of their ideas, and the complexity of their learning processes.
© ______ 2009, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
- Kindergarten Sight Words List
- First Grade Sight Words List
- 10 Fun Activities for Children with Autism
- Signs Your Child Might Have Asperger's Syndrome
- Definitions of Social Studies
- A Teacher's Guide to Differentiating Instruction
- Curriculum Definition
- Theories of Learning
- What Makes a School Effective?
- Child Development Theories