Reggio Emilia Approach to Early Years Education

I am an Early Years educator who has been inspired by the Reggio Emilia approach to education. My classroom environment and practice reflect the belief that the children who inhabit it are creative and capable learners who exist as equal and productive members of a larger community, where each person’s contributions and ideas are valued and nurtured.

Our Classroom

Physical Environment

The physical environment of Reggio Emilia classrooms is often referred to as the “third teacher” (Gandini, 1998, p.177) as it is considered just as important and influential in a child’s learning as the family and classroom teacher are. Personal meaning making and knowledge construction occurs when young children are provided multiple opportunities to explore, experiment, and reflect upon their experiences in a safe and supportive educational environment (Bredekamp, 1993).

Curriculum

Children are encouraged to explore and experiment with topics of their interest. Unlike Westernized systems of education where linear curriculums are delivered and followed by each student, Reggio educators are partners in the co-construction of knowledge with children and they exist as co-learners who plan and implement activities and experiences for students based on their personal interests (Bredekamp, 1993). Educators heighten learning for children by asking questions to further their understanding and by engaging directly in the activities alongside the child.

Assessment Strategies

By observing children in action in the classroom, teachers become researchers who document and analyze children’s strengths and needs in the classroom. Educators gather pieces including photos and videos of children in action, transcripts of conversations with children in regards to their learning or in discussion of a piece of work, actual pieces of work, and teacher’s anecdotal notes. These pieces are refered to as ‘pedagogical documentation’ and form a complete picture of a child’s growth and development in the Reggio Emilia program. Similar to student portfolios, pedagogical documentation is an evolving tool of assessment that is continually added to, reflected upon, and shared with families.

Relationships with Families

Parents, considered to be children’s first teachers, are integral to the success of their children and are viewed as partners, collaborators, and advocates in the educational process. Family involvement in a child’s learning is considered vital for academic success, and a strong partnership between home and school is formed through frequent and meaningful communication. Families are encouraged to continue with a child’s explorations and development at home by following Reggio’s philosophies and practices.

Bredekamp, S. (1993). Reflections on Reggio Emilia. Young Children, 49(1). 13-17.

Gandini, L. (1998). Educational and caring spaces. In C. Edwarsds, L. Gandini, & G. Forman, (Eds.). The hundred languages of children: The Reggio Emilia approach to early childhood education - Advanced reflections. Norwood, NJ: Ablex.