Reggio Emilia Inspired Practice

What is the Reggio Emilia Approach?

The Reggio Emilia philosophy is an approach to teaching, learning, and advocacy for children. In its most basic form, it is a way of observing what children know, are curious about and what challenges them. Teachers record these observations to reflect on developmentally appropriate ways to help children expand their academic and social potentials.

 

Principles of the Reggio Emilia Approach to Education Image of the Child

Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them. Teachers are deeply aware of children’s potentials and construct all of their work and environment of the children’s experience to respond appropriately.

 

Collaboration and Interaction

Collaboration and cooperation are essential in a school inspired by the Reggio Emilia approach to education. The entire system is designed to be connected and in relationship to one another. Children, teachers and families join together to continually improve the system that supports our school community.

 

The Environment

The space within the school or the environment is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. The daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and teacher initiated activity, and inside as well as outside experiences.

 

The Three Subjects of Education 

Children, Families and Teachers Children, parents and teachers have rights; the right to safety, care and welfare, the right to be involved and the right to grow professionally.

 

The Power of Documentation

Documentation is a means to collect information, observations and learning. It can be in the form of observations, photography, video, conversation transcripts and/or visual aids like paint, wire, clay or drawing materials. Teachers use documentation to identify strengths, ideas, and next steps to support learning.

 

The Hundred Languages of Children

The Studio teacher, or Atelierista, works closely with other teachers and the children through the Studio, an intentional space containing materials and tools to pursue thinking and concepts. In addition to the larger Studio, Mini-studios are found in every Discovery. What is done with the materials is not art per-say, because in the view of Reggio educators the children’s use of media is not a separate part of the curriculum but an integral part of the whole cognitive symbolic expression process of learning.

 

The Role of the Teacher

The image of the child shapes the role of the teacher and involves four major components. Teachers are:

• Co-constructors: partners, guides, nurtures, solves problems, learns, hypothesizes

• Researchers: learns, observes, revisits

• Documenters: listens, records, displays, revisits

• Advocates for children: involved in the community, politics relating to children, speaks for children and presents work to other educators and community members.

 

The Role of Parents

Parents are an essential component of the school. They are an active part of their children’s learning experiences and help to ensure the welfare of all the children in the school. All families are members of the Family Team

 

Projects

Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the sense that learning by doing is of great importance and that to discuss in group and to revisit ideas and experiences is the premier way of learning. Project ideas come from experiences of the children and teachers, a chance event or problem posed. They can last from a few days to several months.

http://childdiscoverycenter.org/non-traditional-classroom/what-is-the-reggio-emilia-approach/