Reggio Emilia Philosophy

Presented by The Compass School, Cincinnati 2011

Reggio Emilia Philosophy

The Philosophy and schools bearing this city’s name were developed after WWII by a gentleman named Loris Malaguzzi.

The idea behind the philosophy was to create an environment of peace, communication, collaboration and respect for young children so that they may build a community of respect for the future generations and war would no longer be a part of the city. The government, community and people are all an integral part of the success of the schools in Reggio Emilia.

The Reggio Inspired Approach8 Principles

1. The image of the child: all children have potential, construct their own learning, and are capable.  2. Community and system: children, family, teachers, parents, and community are interactive and work together. 3. Interest in environment and beauty: school and classrooms are beautiful places 4. Collaboration by teachers: team, partners, working together, sharing information, sharing in projects. 5. Time not set by clock: respect for children's pace, time table, stay with teachers for several years, and relationships remain constant. 6. Emergent curriculum/projects: child-centered, following their interest, returning again and again to add new insights. 7. Environmental stimulation: encourages activity, involvement, discovery, and using a variety of media.  8. Documentation: observing, recording, thinking and showing children's learning.

 

 

Reggio Emilia, Italy

Teatro Municipale(Concerts, Operas, Ballet and dramatic

performances )

Piazza San Prospero

Community and system: children, family, teachers, parents, and community are interactive and work together.

Infant and Toddler CenterReggio Emilia, Italy

Interest in environment and beauty: school and classrooms are beautiful

places.

The image of the child: all children have potential, construct their own learning, and are capable.

PreschoolReggio Emilia, Italy

Environmental stimulation: encourages activity, involvement, discovery, and using a variety of media.

 Time not set by clock: respect for children's pace, time table, stay with teachers for several years, and relationships remain constant.

Emergent curriculum/projects: child-centered, following their interest, returning again and again to add new insights.

Documentation: observing, recording, thinking and showing children's learning.

Collaboration by teachers: team, partners, working together, sharing information, sharing in projects.

Loris Malaguzzi International Center Reggio Emilia, Italy (Professional

Development)

International study groups of educators from around the globe journey to Italy annually to get a first hand glimpse of this exceptional philosophy in action.

The Compass School of CincinnatiA Reggio Inspired School for Young Children

What does it mean to be “Reggio Inspired?”

Because in Italy this approach is integrated into the fabric of the local government, community, and its people, it cannot be exactly replicated in the United States.To be “Reggio-Inspired” is to adopt the core values and beliefs of this approach to educating young children.

Such principles include:

The Image of the Child Emergent Curriculum Project Work Role of the Teacher Documentation Parent and Community Involvement Environment

The Image of the Child

We view every child as strong, capable, independent, curious, and full of imagination. We empower children to think, question, investigate, explore, and help navigate the journey of learning.

We empower children to think, question, investigate, explore, and help navigate the journey of learning. 

Curious

Helpful

Nurturing

Inquisitive

Imaginative

Creative

Capable

Creative

Capable

Nurturing

Creative

Industrious

Emergent Curriculum

Teachers observe and document the interactions, discussions, and fascinations of children. By developing learning opportunities from these observations, the curriculum “emerges” from children’s interests and ideas.

Project Work

Our educators deliver this emergent curriculum through project work, which allows children to explore these areas of interest in detail. Projects may last a day, a week, a month, or even longer, depending on the interests of the group. Teachers are thoughtful about introducing a broad range of opportunities, from art to music to early language, math, science and nature experiences, in support of the project. By exploring projects of children’s interest in great detail, children are excited by the learning process. This enthusiasm for knowledge, combined with the ability to experience project work in detail, will foster a predisposition for “life-long” learning.

Vet Project

Circus Project

Preschool Bird Project

Toddler Castle Project

Painting

Sketching

Sketching

Constructing

Field Work

Field Work

Real Materials to support project work.

Reflection

Sensorial Experiences

Working Together

Discussion

Observation and Sketching

Beautiful Junk Construction

Open-ended Art Experiences

Hypothesizing & Experimenting

Touching and Manipulating

Construction and Art

Art and Sculpting

Collaborating

Building Community

Art and Construction

Visitors from the Community

Current Kindergarten Project

Weather Project Inspired Fashion Show

By Allison Greer

Think, Pair and Share Ideas

Gaining Background Knowledge

Reflections on video

Fashion inspiration with paper dolls

Sharing ideas…

Project Boards

Problem solving

Collaboration

Respect for one another's ideas

Project Board Conversations

Runway Ideas

Problem Solving

Negotiating

Reflection

Runway design ideas…

Runway production…

Fashion Ideas…

Painting the backdrops…

The Role of the Teacher

The teacher is viewed as a partner in learning, with the children. By listening, observing, and documenting children’s work, the teacher is equipped to guide children’s learning experiences, and “co-construct” knowledge.

Observation

Facilitating Conversation

Providing Sensorial Experiences

Being actively involved.

Sharing and working together.

Exposure

Encouragement

Working together

Providing opportunities in the natural world.

The Role of Environment

The environment of the school (its classrooms, common spaces, and playground) is viewed as the “third teacher.” The environment should be a reflection of the children, teachers, and parents who live and learn there. It should be thoughtful, imaginative, enticing, and respect the image of the child.

Light and Shadow Studio

Infant Classroom

Infant Classroom

Infant Wing

Parent Meeting Area

Documentation

Toddler Wing

Toddler Classrooms

Preschool Classrooms

Kindergarten Meeting Area

Materials

Light and Shadow Studio

Family Meeting Area

Collaborative Project with Families

Materials

Building Community…Earth Day Celebration on the Playground

Outdoor Environment

Utilizing the Natural World

Community Meeting Area

Parental Involvement

Learning takes place not just within the school, but also at home and throughout the community. We encourage parents to participate in project work, special events, and the daily life of the school. We seek an integrated learning community, where teachers, parents, and administrators work together to meet the needs of the children.

Parents engaging young minds

Community Celebrations

Working with families to contribute to the broader community.

Earth Day Celebration

Parents contribute to classroom experiences.

Documentation

By documenting the children’s work through photographs, video, written word, displays, etc, teachers tell the story of the children’s early childhood experiences. Every child has their own portfolio, consisting of art work, photographs, information related to developmental milestones, and more. Lesson plans, project boards, and Daily Highlights explain the work of the children, and communicate the life of the school to the community at-large.

Journaling (private communication between the parent and classroom teacher regarding the individual child.)

Child Portfolio

Documentation Panels

Individual Portfolios

Children’s work is displayed throughout the school.

Thank you for allowing us to share! The end