Reggio Emilia Approach

What is the Reggio Emilia Approach?

 

Learning Owl Early Childhood Education is inspired by the Reggio Emilia philosophy of education that originated in Northern Italy.
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. The teacher records these observations to reflect on developmentally appropriate ways to help children expand their academic and social potentials. Long term projects connect core academic areas in and out of the classroom.

Principles of the Reggio Emilia Approach to Education

The following principles guide the practice and decisions made at Learning Owl and are borrowed from Foundations of the Reggio Emilia Approach by Lella Gandini.

Image of the Child

 

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

Collaboration and Interaction

 

Collaboration and cooperation are intentional in a school inspired by the Reggio Emilia approach to education. The entire system is designed to be connected and in relationship. Nothing is left to sit in isolation. Everything is alive and connected. Children, teacher 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. The teacher 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

 

For children to learn, their well-being has to be guaranteed; such well-being is connected with the well being of parents 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 mediums like paint, wire, clay or drawing materials. Teachers use documentation to identify strengths, ideas, and next steps to support learning.

Emergent Curriculum

 

Emergent Curriculum is a way of teaching and learning that requires the teacher to observe and listen to the children. The teacher asks questions and listens for the children’s ideas, hypotheses and theories. After observing children in action, the teacher compares, discusses, and interprets their observations. The teacher plans activities, studies and long term projects in the classroom based on her observations. The teacher partners with children and the exchange of theories are referred to as the Cycle of Inquiry. The teacher uses her interpretations, intentions and goals (social, emotional and academic) to make choices that she shares with children. Learning is seen not as a linear process but as a spiraling progression.

The Hundred Languages of Children

 

The Studio teacher (or Atelierista) works closely 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 se, 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. The teacher is:

• Co-constructor: partners, guides, nurtures, solves problems, learns, hypothesizes
• Researcher: learns, observes, revisits
• Documenter: listens, records, displays, revisits
• Advocate 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.

The Role of Time and the Importance of Continuity

 

Time is influenced by the interests and activities that the children bring to life within the school. This in turn impacts schedules, groupings and routines. The teacher gets to know the children’s strengths, needs and personality and implements a curriculum based on their individual interests.

Projects

 

Projects provide the backbone of the children’s and teacher’s learning experiences. They are based on the strong convictions 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 teacher, a chance event or problem posed. They can last from a few days to several months.