Professional Development

The Africa Reggio Emilia Alliance’s introductory course on the principles of the Reggio Emilia approach has been so popular that we have scheduled three iterations of the course in English in 2022 AND added three iterations of a brand new BLENDED LANGUAGE introductory course!  This will be in English with facilitation and discussion in a blend of SA indigenous languages. Details and a registration link can be found below. Dependent on prevailing COVID-19 conditions in future, the Africa Reggio Emilia Alliance may arrange in-person workshops on the Reggio Emilia approach. If you’d like to arrange a presentation or workshop in your area (and have sufficient interest and demand from local educators and ECD activists), contact Tessa Browne directly on to discuss this. School visits to mentor and advise staff can also be arranged.

2022 introductory course on the principles of the Reggio Emilia approach on Zoom


Deepen your teaching practice and connect with educators who are interested in and inspired by the Reggio Emilia philosophy of education. During this course, which consists of 6 online Zoom sessions, you will be introduced to core principles of the Reggio Emilia approach, and together with a group of peers, will explore the possibilities of applying these principles and philosophy in your own context. There will be six iterations of the introductory course in 2022 and each will cover the same topics. Three of these will be in English and three will be in English with facilitation and discussion in a blend of SA indigenous languages. While the course is tailored toward teachers, parents and interested individuals are welcome.

Details of the iterations of the introductory course in English and in a blend of English and SA indigenous languages are shown below. Book early to avoid disappointment!

Intro Course A Zoom Sessions (English) – Tuesdays: 18h30 – 20h30
1 February, 15 February, 1 March, 15 March, 29 March and 12 April 2022

Intro Course B Zoom Sessions (Blended SA languages) – Saturdays: 10h00 – 12h00
29 January, 12 February, 5 March, 19 March, 2 April and 23 April 2022

Intro Course C Zoom Sessions (English) – Wednesdays: 18h30 – 20h30
8 June, 6 July, 20 July, 3 August, 7 September and 21 September 2022

Intro Course D Zoom Sessions (Blended SA languages) – Saturdays: 10h00 – 12h00
4 June, 9 July, 23 July, 6 August, 20 August and 3 September 2022

Intro Course E Zoom Sessions (English) – Tuesdays: 18h30 – 20h30
13 September, 20 September, 11 October, 18 October, 25 October and 1 November 2022

Intro Course F Zoom Sessions (Blended SA languages) – Saturdays: 10h00 – 12h00
17 September, 1 October, 8 October, 15 October, 22 October and 29 October 2022

Please note:
Zoom invitation links will be emailed 2 days before each session. Only registered participants will be invited to participate in the Zoom session. By completing this registration form participants undertake not to share the link with others.

What does it cost?

The full course costs R1 300 for non-AREA members, R1 170 for AREA members. Concession rates are available for teachers from schools charging fees under R900 per month. Please apply to

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What will be covered in each session of the introductory course?

Topics covered during each Zoom session (through the sharing of documentation by teachers working with the approach in their context will be as follows:
# Session 1
• Image of the child
• Listening
# Session 2
• 100 languages of children
# Session 3
• Participation
• Individual and group learning processes
# Session 4
• Educational research
• Organisation
• Environment, spaces and relations
# Session 5
• Educational documentation
• Progettazione
# Session 6
• Sharing documentation
• Professional development
• Assessment

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Wait, what does all that mean?

The image of the child
A look at past and present views of children. Question your own beliefs about children and childhood, and how that is reflected in your home or classroom.

The 100 languages of children
The 100 languages refers to the many different ways in which children express their thoughts and discoveries. Experience and experiment with the role of creative media in extending and enriching children’s thinking and investigation.

Real learning requires real listening – to the children, to ourselves, to each other, and to the world around us. How can we deepen our capacity for listening, and make this quality of listening palpable and visible?

Participation and the pedagogy of relationships
What is the role of parents, children and teachers in the learning project? What happens when we really listen to children, and respect and value their ideas?

Individual and group learning
Children are meaning makers – they develop their own concepts of the world around them right from birth, and their learning is influenced and shaped in relationship with others and their environment.

Educational research
A closer look at children’s natural curiosity and discovery as they play and make meaning of the world around them. An opportunity to contemplate the idea of children and teachers researching together to enrich learning, and of schools being laboratories of research.

Educational documentation
In the Reggio Emilia approach, documentation of children’s learning through the use of sketches, photographs, videos, recordings, posters and books is considered vital in education. Consider the significant value and potential outcomes of making children’s learning visible.

Learn how to design experiences for children based on your collective context, documentation, and the children’s interests.

Our work conditions have a big impact on the kind of learning experiences we offer. How can relationships become the central organising strategy of any school?

Environment, spaces and relations
The critical role of the environment (both natural and manufactured) in stimulating and enriching children’s discoveries and thought processes, in developing and supporting relationships, in fostering empathy with others and the natural environment.

Professional development
A reflection on the rights of teachers to ongoing professional development – and how this can be achieved in part by cultivating a reflective practice as a teacher and working in collaboration with colleagues.

Evaluating ourselves, our teaching profession, and our schools is an ongoing process of observation, reflection, and conversation.

Ok, I’m convinced. I’d like to register now