Research, Learn, Develop!

The Reggio Approach

The Reggio Approach derives its name from its place of origin, Reggio Emilia, a city located in Emilia Romagna in Northern Italy. In 1945 after the Second World War, a group of parents built their own school. Loris Malaguzzi a teacher was inspired by the parent’s motivation and joined forces with the parents to provide childcare for young children.

The Reggio Approach is a complex system; Loris Malaguzzi based his philosophy on the work of Piaget, Dewey, Vygotsky and Erikson. This led to the schools having a distinct style and approach. It is a system that values: the role of collaboration among children, teachers and parents; the co-construction of knowledge; the interdependence of individual and social learning; and the role of culture in understanding this interdependence.

At the heart of this system is the powerful image of the child. Reggio educators do not see children as empty vessels that require filling with facts. Rather they see children as competent and capable of building their own theories.

Tell me, I'll forget. Show me, I may remember. But involve me, and I'll understand.

 

 

‘Our task,...is to help children climb their own mountains, as high as possible.’                                                                         Loris Malaguzzi

 

 

   

     

       Characteristics of this approach include:

 

  • A holistic approach to educating the whole child.

  • Social constructivism guides the work that administrators do with both the teachers and the students in this system.

  • A carefully organized environment engages children in a stimulating learning environment.

  • Children are encouraged to inquire, observe, record, reflect upon and share their experiences.

  • Community members are involved.

  • To enjoy learning and project work.

  • The child, parents and teachers have a strong relationship together.

  • Children learn through research and exploration.

  • Each child is viewed as unique and the protagonist of his/her own growth..

 

The Hundred Languages of Childhood

 

The child

is made of one hundred.

The child has

A hundred languages

A hundred hands

A hundred thoughts

A hundred ways of thinking

Of playing, of speaking.

A hundred always a hundred

Ways of listening of marveling of loving

A hundred joys

For singing and understanding

A hundred worlds

To discover

A hundred worlds

To invent

A hundred worlds

To dream

The child has

A hundred languages

(and a hundred hundred hundred more)

But they steal ninety-nine.

The school and the culture

Separate the head from the body.

They tell the child;

To think without hands

To do without head

To listen and not to speak

To understand without joy

To love and to marvel

Only at Easter and Christmas

They tell the child:

To discover the world already there

And of the hundred

They steal ninety-nine.

They tell the child:

That work and play

Reality and fantasy

Science and imagination

Sky and earth

Reason and dream

Are things

That do not belong together

And thus they tell the child

That the hundred is not there

The child says: NO WAY the hundred is there--

 

-Loris Malaguzzi

Founder of the Reggio Approach

 

  

‘NOTHING WITHOUT JOY’

 

                            Loris Malaguzzi

 

 

The Hundred Languages of Children

 

What are the hundred languages of Children?

 

The Reggio approach uses many different modes of expression known as 

 

symbolic languages to represent children’s thinking processes and theories.

 

Including painting, drawing, storytelling, 3D sculpture, dramatic play, music, 

 

poetry, writing, map making, and more can be used to express what the 

 

children are learning. This is what founder Loris Malaguzzi described as The 

 

Hundred Languages of Children.

 

Loris Malaguzzi,
Founder of the Reggio
approach

 

 

Why chose our school

Each school specialises in a specific approach towards learning, of which services and curriculums may differ according to the expectations of the schooling community. Our chosen methodology and philosophy may not be embraced by all; therefore we suggest when considering our school you strongly believe it to fit your needs and beliefs in order to successfully benefit our children’s learning process.

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