Philosophy and Principles
of the Reggio Approach to Early Childhood Education
Theory, influences and philosophy: The Reggio way.
In developing the Reggio Emilia approach, educators in Reggio have actively sought, researched, discussed and analysed a wide range of ideas, opinions and theories of sociology, psychology and philosophy of education. Influenced by the ideas of Vygotsky, Bronfenbrenner, Montessori, Gardner, and Piaget's theories on thinking and language, Reggio educators describe their approach as "a long-term educational research project where children and adults are learning alongside each other," recognising the importance of understanding more about how children learn (Thornton & Brunton, 2015, p. 16). Research into children's thinking and learning largely shapes the philosophy and pedagogy of the Reggio Emilia approach. The fundamental principles of the Reggio philosophy are centred upon the image of the child, the hundred languages of children, the role of the teacher, reciprocal relationships, a pedagogy of listening, and the environment as third teacher.
The image of the childFundamental to the Reggio philosophy is Malaguzzi's powerful image of the child as being "rich in potential, strong, powerful, competent, and most of all, connected to adults and other children" (Malaguzzi, 1993, p. 10). Every child is viewed as being social from birth, full of intelligence, preparedness, curiosity and interests, confident in constructing their own learning, building relationships, and holding their own values as well as respect for others (Edwards, 2002; Hendrick, 1997; Thornton & Brunton, 2015). As each child is actively engaged in experiencing and understanding their world, they develop a complex system of strategies for learning and ways of organising their relationships with other children, adults, and their environment (Rinaldi, 2006).
All children are valued equally, and children with disabilities are understood as having 'special rights' which recognises them as strong children who can participate fully in learning and in collaboration with others (Thornton & Brunton, 2014). |
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Relationships
The Reggio philosophy is based upon reciprocal, respectful relationships which emphasise the valuing of the opinions, viewpoints and interpretations of others and the importance of adults and children learning together (Thornton & Brunton, 2015). The education of young children in Reggio is viewed as a shared responsibility, and parents are valued as having a central role in their child's education and development. Parent participation is expected and supported through reciprocal relationships with the teachers and staff of Reggio centres, and the views and opinions of parents are respected and acknowledged.
The concept of the 'learning group' is an important aspect of the Reggio approach. Educators work in pairs, each staying with the same group of children which enables strong, secure relationships to be developed. Children are encouraged to develop their own theories about the world through collaboration with others, and through small groups children in Reggio learn with and from each other as they are encouraged to listen to and respect each other's feelings and points of view. Discussion and debate are a regular part of the learning process in Reggio and the children's self-image, confidence and creativity are fostered through this process as they participate and collaborate together in group discussion, discovery and project-based learning (Thornton & Brunton, 2015).
Teachers also work alongside and are guided by a pedagogista, whose role is to advise on appropriate learning opportunities for the developmental stages and needs of individual children. Each preschool also works with an atelierista, a practising artist, who supports the stimulation and nurturing of curiosity and creativity of the children and the development of projects (Thornton & Brunton, 2015).
The concept of the 'learning group' is an important aspect of the Reggio approach. Educators work in pairs, each staying with the same group of children which enables strong, secure relationships to be developed. Children are encouraged to develop their own theories about the world through collaboration with others, and through small groups children in Reggio learn with and from each other as they are encouraged to listen to and respect each other's feelings and points of view. Discussion and debate are a regular part of the learning process in Reggio and the children's self-image, confidence and creativity are fostered through this process as they participate and collaborate together in group discussion, discovery and project-based learning (Thornton & Brunton, 2015).
Teachers also work alongside and are guided by a pedagogista, whose role is to advise on appropriate learning opportunities for the developmental stages and needs of individual children. Each preschool also works with an atelierista, a practising artist, who supports the stimulation and nurturing of curiosity and creativity of the children and the development of projects (Thornton & Brunton, 2015).
The role of the teacherIn seeking to uphold this powerful image of every child, educators in Reggio support children in learning through exploration and investigation by responding to the interests of the children and negotiating the emergent processes of teaching and learning with them (Edwards, 2002). The children are encouraged to be researchers, enquirers and co-constructors of their own knowledge. The role of the adult involves careful and sensitive listening, observation, documentation and reflection as each teacher collaborates in pairs, serving as resources and guides to support children's research, learning and development (Edwards, 2002; Thornton & Brunton, 2015). The teacher provides the stimulation or 'provocation' of discovery through their responsiveness to children's dialogue, provision of open-ended resources, collaborative action and co-construction of knowledge with children (Ministry of Education, 2003).
A pedagogy of listening Listening to children is a significant part of the Reggio Emilia philosophy and its practice. Being open and receptive to difference and new ways of thinking is integral to this kind of listening (Davies, 2004). As Carlina Rinaldi of Reggio Children says, "Listening means being open to what others have to say, listening to the hundred or more languages, with all our senses. Listening means being open to differences and recognising the value of different points of view and the interpretations of others" (Rinaldi, 1999, as cited in Thornton & Brunton, 2015, p. 18). In Reggio, children's ideas and thoughts are respected and taken seriously, and adults pay careful attention to what children say and think. As a result, an environment of respect is created where children are unafraid of making mistakes or reconstructing their ideas (Thornton & Brunton, 2014; 2015). |
The environment as third teacherIn Reggio, the expression 'the environment as the third teacher' recognises the potential that the physical environment has for nurturing the learning and development of children (Ministry of Education, 2003; Thornton & Brunton, 2015). Great emphasis is placed on the quality of the physical learning environment and the resources that are provided to support the learning processes of children and to enrich their growing 'sense of self' in relation to others and in relation to their environment. Reggio environments are designed to encourage creative expression, communication and relationships, collaboration, discovery and social responsibility. Children work with a range of open-ended resources and natural and recycled materials which stimulate creativity, exploration and imagination. Each space respects children's capability by providing them with authentic tools and materials while offering beauty and a sense of well-being and ease (Edwards, 2002).
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