The Reggio Emilia Approach

Background

After World War 2 people from the town Reggio Emilia in Italy led by Loris Malaguzzi (a teacher – graduated in pedagogy and studied educational psychology) came up with a new model of education. It has been termed the Reggio Emilia approach. The idea was to enhance a child's learning through real experiences instead of a fixed curriculum so child would gain a love from discovery, form a personality of their own and learn respect for those around them. He believed children have endless imagination and an innate curiosity – they are full of potential.

The poem by Malaguzzi ‘100 Languages’ describes the many ways Malaguzzi believed a child could express themselves and how a traditional school environment hinders them –(Below)

How the children learn:

Children direct their own learning and follow their interests. The Reggio Emilio approach does not go by the standard ‘One size fits all’ and focuses on child centered learning and project-based work. Projects can arise from play and be nurtured and followed up by opening new environments that stimulate the children’s thoughts to ask questions and then they lead the way. The project-based work allows children to research, question, investigate, design new things and play.

The children learn from the teachers, other children and the environment (which is supposed to be rich and stimulate curiosity).

Teachers Role:

The teachers are to provide a rich environment for the children. Teachers tend to step back and observe allowing the children to do things for themselves. They are there to guide and maybe introduce things when appropriate but are to be mindful to allow the children to make discoveries. They are the children’s companions and go on the learning journey with them. The teachers document the learning with pictures, observations and transcript. Documentation is a important aspect of this approach. It makes the learning of the children visible. They can see their progress, evaluate what they have achieved.

My Thoughts:

I like the principles in this approach and think a child centered education is the way forward in creating a love of learning that will continue through life. The aspect of project-based learning is compatible with home schooling and one that we do. From experience when a child is doing a project on something that interests them, the results are fantastic. They take themselves in directions that we would not think of and our role as parents and educators is to facilitate and guide where needed.

100 languages

NO WAY. THE HUNDRED IS THERE

 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.

A hundred always a hundred

ways of listening

of marveling of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

The child has

a hundred languages

(and a hundred hundred hundred more)

but they steal ninety-nine.

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.

Loris Malaguzzi   (translated by Lella Gandini)