The Reggio Emilia approach to early childhood has several fundamental principles, all which have a great importance influencing the way that children learn. However, there is one idea of particular significance that is unique to the Reggio approach as it claims children have one hundred languages or expressions through which they understand (Freeman, 2011). These ‘languages’ are described and displayed in the video clip below.
As well as the belief that children have one hundred languages, the Reggio Emilia approach also holds fast to the following principles that underpin the practice of educators.
The Child as Protagonist
Children are highly capable and have enormous potential. They are
curious and interested in their own learning and negotiate with all that they come into contact with. In the educational process the three protagonists are the child, the parent and the teacher.
curious and interested in their own learning and negotiate with all that they come into contact with. In the educational process the three protagonists are the child, the parent and the teacher.
The Child as Collaborator
Children form themselves through interactions with peers, adults,
symbols and all things in the world around them, they learn through
collaborating with one another and working in small groups. Learning does not occur in isolation but rather through relationships with all that the child is surrounded by.
symbols and all things in the world around them, they learn through
collaborating with one another and working in small groups. Learning does not occur in isolation but rather through relationships with all that the child is surrounded by.
The Child as Communicator
Children show that they are thinking through the use of their many natural ‘languages’. Their development is fostered by focusing on symbolic representation, including words, dance, artwork, constructing, dramatic play, shadow play and music, and leads children to unforeseen levels of communication, creativity and symbolic skills.
The Environment as Third Teacher
The environment of the centre and all that is in it is to be valued and cared for by all children and adults. There is beauty and deliberate
design in the set-up, the use of space and all the materials that are included in the environment and they all have a purpose. All elements of the environment are organised in such a way that encourages the child and his/her relationships, encounters and communication.
design in the set-up, the use of space and all the materials that are included in the environment and they all have a purpose. All elements of the environment are organised in such a way that encourages the child and his/her relationships, encounters and communication.
The Teacher as Partner, Nurturer and Guide
Teachers are facilitators that assist children as they explore themes, work on both short-term and long-term projects, they guide experiences of
discovery and problem solving. They observe and listen closely in order to plan and proceed with their work, they ask questions to discover children’s ideas, and they provide opportunities for learning and discovery.
discovery and problem solving. They observe and listen closely in order to plan and proceed with their work, they ask questions to discover children’s ideas, and they provide opportunities for learning and discovery.
The Teacher as Researcher
Teachers are constantly researching to ensure on-going training
and theoretical enrichment. They work in pairs and have strong relationships with all members of staff, with whom they engage in professional discussion with continuously. They view themselves and all other staff as researchers preparing documentation of their work with children. The team of staff within an early childhood centre is also supported by a pedagogical coordinator from the
community.
and theoretical enrichment. They work in pairs and have strong relationships with all members of staff, with whom they engage in professional discussion with continuously. They view themselves and all other staff as researchers preparing documentation of their work with children. The team of staff within an early childhood centre is also supported by a pedagogical coordinator from the
community.
The Documentation as Communication
A great deal of thought is put into the presentation of the
documentation of children’s thinking and the adults who work with them. Panels or books are used to present the evidence of each child’s learning, included in this is teacher’s commentary, transcriptions of children’s language, photographs and representation of children’s thinking in a variety of different media such as artwork or stories. This documentation is used to display each child’s learning and development to parents, to show children that their work is valued, to allow teacher’s to better understand children and to serve as an archive tracing the history of the child and also of the learning that occurs within the centre.
documentation of children’s thinking and the adults who work with them. Panels or books are used to present the evidence of each child’s learning, included in this is teacher’s commentary, transcriptions of children’s language, photographs and representation of children’s thinking in a variety of different media such as artwork or stories. This documentation is used to display each child’s learning and development to parents, to show children that their work is valued, to allow teacher’s to better understand children and to serve as an archive tracing the history of the child and also of the learning that occurs within the centre.
The Parent as Partner
Parent participation is essential. They play an active part in
their children’s learning experiences in the centre and they help to ensure the safety and well-being of other children as well as their own. The experiences, ideas and skills that they bring to the centre are valued by teachers and are used to enhance the teaching experience, as it integrates wisdoms and exchanges ideas between groups of people that are very influential to children’s learning
and development.
their children’s learning experiences in the centre and they help to ensure the safety and well-being of other children as well as their own. The experiences, ideas and skills that they bring to the centre are valued by teachers and are used to enhance the teaching experience, as it integrates wisdoms and exchanges ideas between groups of people that are very influential to children’s learning
and development.
(Cadwell, 1977).