The Reggio Approach

The Reggio Emilia Approach to Early Childhood Education is named after the town of Reggio Emilia in the Emilia Romagna province of northern Italy. In Reggio Emilia, fifty-four publicly funded schools provide education for children from birth through to 6 years. These schools have been described as among the best in the world.

The schools of Reggio Emilia began as a parent initiative. With the end of World War II the parents banded together and with the proceeds from the sale of surplus war materials founded the town’s first pre-schools. They had a vision for a new kind of school, where children would be treated with respect, and parents would be active participants in their children’s education.

The Reggio Emilia approach offers a way for teachers to harness their young charges’ natural curiosity and creativity, by encouraging them to work on projects that interest them. The approach also encourages children to communicate their newfound knowledge and understanding in a wide variety of media, often with outstanding creative results.

Parents are also encouraged to be actively involved in all aspects of the school and their child’s learning.

Principles of Reggio Emilia:

  • Children are strong, interested, capable and curious.
  • Children learn best working with others: with other children, family, teachers and the community.
  • Children show us what they know in many ways-they move, draw, paint, build, sculpt, do collages, act, sing, play music- “the hundred languages”.
  • Children learn from the spaces they are in – they need beautiful, orderly space where everything has a purpose and can help children learn.
  • Children are capable of long term, sustained learning when the topic is of interest to them.
  • Teachers listen to and observe the children closely, ask questions and explore the children’s ideas.
  • Teachers provide experiences, which ‘provoke’ children’s thinking and learning. Teachers document the children’s work so that they can talk to each other and the children and better understand the children’s thinking and education in general.
  • Parents provide ideas and skills, which make them active partners in the children’s learning.

The Reggio Emilia(Italy) Approach to Early Learning is based on:

  • Child centered learning
  • Creativity and aesthetics
  • Collaboration
  • Environments
  • Documentation

Working in Partnership with Parents:

This approach is used in not only tally but in the UK, USA, Canada, Europe, Israel, Japan and in growing numbers across Australia. Meerillinga is committed to providing leadership and advocacy in ‘quality systems’ for young children and their families.

Teachers and carers incorporating aspects of this approach into their program will:

  • Build on the strengths, competencies and curiosities of the children(the ‘image of the child’)
  • Encourage, support and develop collaborative learning
  • Have less structured rooms, but carefully planned spaces and well-organized materials, so that children are free to spend more time on projects that interest them and are often able to move between activities at their own pace(‘the environment as the third teacher’)
  • Offer a wide variety of basic art media including paints, clay construction, drawing, collage (‘the hundred languages’)
  • Listen to and implement children’s ideas for projects on which to work (‘negotiated curriculum’)]
  • Have more displays of children’s creations and photographs showing the children at work in the classroom (‘documentation’). Build a portfolio of children’s work at school (‘documentation’)
  • Make a great effort to communicate with parents and to help parents feel involved in their child’s project work (‘parents as partners’)