The Reggio approach to learning and teaching is a deep-rooted commitment to research and experimentation. The child is seen as the subject of rights who is equipped with enormous potential from birth. Privileged attention is given to children, observation and documentation of their learning processes, relationships, and the exchange of ideas.
The Reggio approach urges us to recognise children as social from birth, full of curiosity and imagination, and having the potential and desire to find connections and meaning in all they experience. We acknowledge their ability to reflect upon and contribute to their own learning through many languages of expression and communication.
The schools in Reggio Emilia act as a mirror and not a model. When we look at the practice and pedagogy of the Reggio Emilia schools we find a provocation to challenge our assumptions and question our practice.
Teaching is informed by continuous questioning, reflection and research.
Children are born with potential and curiosity and the capacity to express themselves in many ways. They want to form relationships with others and the physical world. What kind of schools and what kind of teachers do we need to foster these capacities?
Loris Malaguzzi, the founder of the Reggio Emilia philosophy of education, said: “There is an inner voce that pushes children on, but this force is greatly multiplied when they are convinced that facts and ideas are resources, just as their friends and the adults in their lives are precious resources. It is especially at this point that children expect – as they have from the beginning of their life adventure – the help and truthfulness of grown-ups.”