This post is the second in a three-part series on progressive preschool curricular approaches. This week, we turn the spotlight on Reggio Emilia, a collaborative way of learning developed by Loris Malaguzzi.
The Reggio Emilia approach is a learning philosophy, which was developed in its namesake northern Italian town shortly after World War II. In Reggio-inspired classrooms, educators encourage learners to engage in dialogue and negotiation as they work together on projects. Children are respected as active citizens.
This approach focuses on children’s interests and the curriculum is emergent in nature. This means that teachers plan inquiry experiences based on children’s interests. Teachers listen closely to children’s conversations, and based on children’s given topic of interest, educators ask questions and provide further hands-on materials to support exploration.
Both children and teachers act as learners: they co-construct knowledge. Children are offered various mediums (e.g., clay, paint, markers, chalk) to express themselves through modes such as sculpture, painting, drawing or role play. Indeed, children are said to have “100 languages”, and having access to a range of materials allows them multiple ways to show what they know.
Educators document the children’s work through photographs and many of these images are put up on classroom walls. The environment acts as a “third teacher”, and the classroom space is reflective of all learners.
To read more about the Reggio Emilia approach, and find out how Reggio principles can support children in your own context, click here.
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