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Reggio-Emilia

The Reggio-Emilia method is named after the region in Italy where it was first developed after World War II. It uses  a child-led approach emphasizing curiosity, creativity, and collaboration. 

The Reggio-Emilia approach has several fundamental parts. These include the ideas that:

  • Children are curious by nature and are capable of learning on their own.
  • Children are natural communicators. They should be able to speak through whatever means they desire. This includes language, art, dance, and music.
  • Children learn through relationships 
  • Teachers/caregivers should observe and document the learning process.
  • An important goal of Reggio-Emilia is to use collaborative learning to help children become better citizens.

In Reggio-Emilia programs, the environment is seen as the “third teacher” (after parents and caregivers). 

  • Children thrive in environments that fit their interests and developmental stages.
  • The environment is welcoming, beautiful, culturally representative of the community, filled with materials that the children can use in their projects, and embraces nature.
  • The layout of the environment promotes relationships, communication, collaboration, and exploration through open-ended play.
  • Materials added to the environment promote creativity, thinking skills, problem solving, questions, and experimentation.

For more information about Reggio Emilia schools, visit: ReggioAlliance.org.

 

Sources:

https://www.reggioalliance.org/

https://reggioemilia2015.weebly.com/

https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum

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