In our environment, children can freely explore the wonder of light, shadow and reflection with the use of light boxes, overhead projectors, shadow sheets, torches and a variety of mirrors!
 

The Reggio Approach comes from a town in Northern Italy – Reggio Emilia. Immediately after the Second World War, the parents and citizens of Reggio Emilia were determined to create a better future for their children, one where they could be taken seriously and believed in, and so they decided to create a new nursery school. They occupied a disused building, which they turned into the first Reggio school, and from then on they continued to develop many more, with the parents and citizens at the heart of their development. Loris Malaguzzi, who is the founder of the Reggio Approach and dedicated his whole life to his philosophy, directed the schools, supporting and guiding the teachers, parents and community and he made the schools what they are today. In 1963 the local council (municipality) took over the responsibility, managing a new network of schools and integrated all earlier schools. The first Municipal Nursery Schools were for children aged 3 - 6 years, and in 1970 the first infant-toddler centres were developed for children aged 3 months – 3 years.

The approach is very child focused, and the Reggio teachers have a strong ‘Image of the child’ where they are believed to be ‘rich in potential, strong, powerful, competent and most of all connected to adults and children.’ (Loris Malaguzzi) The image of the child underpins all of the learning and teaching that takes place in the Reggio schools and children are seen as having unlimited potential to interact with and contribute to the community and world in which they live. Reggio teachers, do not envisage children to be empty vessels waiting to be filled with knowledge by knowledgeable adults, in fact, they believe that they themselves, are continually learning from the children, and are constantly reflecting on and developing their approach.  

The Approach does not consider education to be separate to care, nor does it treat the early years just as preparation for later stages of education. It focuses on children’s early years development phase as an amazing stage and age to be around, observe, interact with and learn from. It also recognises that care and education go hand in hand.

Useful Links

• The Hundred Languages of Children
• en.wikipedia.org
• Reggio Emilia
• Learning and Teaching Scotland Publication

Important elements of the Reggio Approach:

• Expressive arts – Children are largely encouraged to participate in a variety of expressive arts such as drawing, painting, writing, sculpting, dramatic play, puppetry, shadow play, dancing, music, textures, construction etc. It is believed that through expressive arts, children can revisit subjects of interest through many different media, experiencing their world in many different ways. Expressive arts are all about the learning process rather than the final product. ‘Our task, regarding creativity, is to help children climb their own mountains, as high as possible.’ (Loris Malaguzzi)
   
• The Environment as the third teacher - Every corner, every space has a purpose. Natural light, shadow and reflection are explored through the environment. Furniture and equipment is designed to be multi-functional and easily accessible to all. Children are encouraged to explore their environment with attention to detail and the natural world. Through the great outdoors, children can learn so much more about the world they live in and the environment that surrounds them. The environment is designed to encourage independence and freedom of choice, where children can take a lead in their own play, learning and development.

• Parents as partners – A big part of the approach is the community and parent relationships with the schools. Parents are widely welcomed to be involved with the schools development and maintenance as well as their children’s learning. Parents are also encouraged to be involved with meetings and discussions regarding the schools, excursions and celebrations. Parents are expected and encouraged to play an active role in their children’s play and learning at home and within the setting. 
   
• Long-term projects – Children need opportunities and time to become engrossed with ideas and activities that interest them. It is through these interests that long term projects can evolve, extending children’s natural curiosity and interests as well as providing opportunities for developing children’s skills, knowledge and understanding. A project can last over a long period of time, weeks or months, and can be returned to as and when their interest dictates.
   
• Documentation - Children’s learning and achievements are documented through careful observations, photos and video recordings. Displays of photos and children’s artwork throughout the environment clearly demonstrate children’s learning journey within the setting.

(Learning and Teaching Scotland, 2006)