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Reggio Emilia Approach

Introduction
Hailed as the best pre-schools in the world by Newsweek magazine in 1991, the Reggio Emilia
approach to early childhood education has attracted the worldwide attention of educators,
researchers and just about anyone interested in early childhood education best practices
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Today, Reggio approach has been adopted in USA, UK, New Zealand, Australia and
many other countries
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The 'Reggio' approach was developed for municipal child-care and
education programmes serving children below six
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The 'Reggio' vision of the child as a competent learner has produced a
strong child-directed curriculum model
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Teachers follow the children's interests and do not provide focused instruction in
reading and writing
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Here are some
key features of Reggio Emilia's early childhood programme:

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1 The Role of the Environment-As-Teacher
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Hence, a great attention is given to the look and feel of
the classroom
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The aesthetic beauty within the schools is seen as an important part of respecting the child
and their learning environment
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Teachers organize environments rich in possibilities and provocations that invite the
children to undertake extended exploration and problem solving, often in small groups,
where cooperation and disputation mingle pleasurably
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Documentation of children's work, plants, and collections that children have made from
former outings are displayed both at the children's and adult eye level
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Common space available to all children in the school includes dramatic play areas and
work tables for children from different classrooms to come together
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Here is a link to view some of the environmental pictures
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Using the arts as a symbolic language through which to express their understandings in
their project work
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Howard Gardner's notion of schooling for multiple intelligences, the
Reggio approach calls for the integration of the graphic arts as tools for cognitive,
linguistic, and social development
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Presentation of concepts and hypotheses in multiple forms such as print, art, construction,
drama, music, puppetry, and shadow play
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3 Documentation as Assessment and Advocacy
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Long-Term Projects
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4 The Teacher as Researcher
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Working as coteachers, the role of the teacher is first and foremost to be that of a learner alongside the
children
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Within such a teacher-researcher role, educators carefully listen, observe, and document
children's work and the growth of community in their classroom and are to provoke and
stimulate thinking

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5 Home-School Relationships
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Building a
community of inquiry between adults and children
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Communication and interaction can deepen children's inquiry and theory building about the
world around them
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Loris's vision of an "education based on
relationships" focuses on each child in relation to others and seeks to activate and support
children's reciprocal relationships with other children, family, teachers, society, and the
environment
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But rather, the educators in Reggio
Emilia speak of their evolving "experience" and see themselves as a provocation and reference
point, a way of engaging in dialogue starting from a strong and rich vision of the child
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What makes the Reggio Emilia approach
stand out? In a nutshell, Reggio approach articulates children to acquire skills of critical thinking
and collaboration
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A
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J
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Scientific investigations in comparative education
New York: Macmillan,
Fraser, S
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, & Brickman, W
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A history of international and comparative
education:
Nineteenth century documents
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: Scott, Foresman
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G
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(2001)
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Upper Saddle River, NJ: Merrill/Prentice
Hall
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(1949)
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London:
Routledge & Kegan Paul
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(1965)
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London: Routledge &
Kegan Paul
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(1957)
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London:
Macmillan
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(1999)
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Developmental Psychology,
35(2), 358-375
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Schriewer, J
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The method of comparison and the need for externalisation
Methodological criteria and sociological concepts
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Schriewer and B
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Verlag Peter Lang
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Verbal Behaviour, Acton, Massachusetts: Copley Publishing
Group
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J
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(1996)
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ED 395 707
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R
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Comparing preschool curricula and practices: The state of research
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L
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F
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), Early schooling: The national debate (pp
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New Haven, CT:
Yale University Press
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L
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E
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Approaches to early childhood education (3rd ed
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Schweinhart, L
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, & Weikart, D
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(1997)
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Early Childhood Research Quarterly, 12(2), 117
143
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