Reggio Emilia
An educational philosophy viewing children as capable, expressive individuals who grow through relationships, creativity, and the many ‘languages’ of learning and communication.
Background
How it all started
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Philosophy
The Reggio Emilia philosophy is based upon the following set of principles:
- Children must have some control over the direction of their learning;
- Children must be able to learn through experiences of touching, moving, listening, and observing;
- Children have a relationship with other children and with material items in the world that they must be allowed to explore;
- Children must have endless ways and opportunities to express themselves.
Origin
The Reggio Emilia approach originated in the town of Reggio Emilia in northern Italy shortly after World War II. It was developed by educator Loris Malaguzzi, in collaboration with a group of local parents who were determined to create a new form of education for their children—one that reflected democratic values, critical thinking, and community rebuilding after the war. The approach is deeply rooted in the belief that children are capable, competent, and full of potential. Malaguzzi emphasized that learning should be child-centered and led by curiosity, with educators acting as co-learners and collaborators rather than traditional instructors. This philosophy views the learning environment as a "third teacher," placing high importance on aesthetics, accessibility, and the stimulation of exploration and interaction.
Core Principles
Originating in Reggio Emilia, Italy, post-World War II, this approach was developed by educator Loris Malaguzzi and local parents. It emphasizes:
- Child as Protagonist: Children are seen as strong, capable, and resilient, rich with wonder and knowledge.
- Hundred Languages: Children express themselves in multiple ways—through words, movement, drawing, painting, building, sculpture, shadow play, collage, dramatic play, and music.
- Environment as Third Teacher: The learning space is designed to be engaging and reflective of the children's interests.
- Collaborative Relationships: Strong partnerships among teachers, children, and parents are essential.
- Documentation: Educators document children's thoughts and progression to make learning visible and to reflect on the learning process.
Around the world
Over the decades, the Reggio Emilia approach has been widely adopted and adapted around the world, particularly in early childhood education settings. Countries such as the United States, Australia, the United Kingdom, Sweden, and New Zealand have embraced elements of the philosophy, often tailoring them to fit local educational frameworks. While some institutions attempt to fully replicate the model, others incorporate select principles—such as child-led inquiry, emphasis on documentation, or the role of the environment—into broader curricula. Reggio-inspired schools often focus on project-based learning, long-term investigations, and collaborative activities that allow children to express themselves through multiple forms of communication, or "hundred languages." International interest in this approach is supported by institutions like Reggio Children, which offers training, study tours, and global exchange programs to share its practices beyond Italy.
Results
While the Reggio Emilia Approach does not focus on standardized testing, it has been recognized for fostering:
- Enhanced Creativity and Expression: Children develop a wide range of expressive skills.
- Strong Social and Communication Skills: Emphasis on collaboration and dialogue enhances interpersonal abilities.
- Lifelong Learning Attitudes: Children become confident, inquisitive learners.
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