Implications for Practice:
A Reggio-inspired approach to early childhood education
What might a Reggio-inspired approach look like in practice?
The Reggio approach is unique to Reggio Emilia as the philosophy and pedagogy of the preschools and infant-toddler centres reflect their particular context and origins (Thornton & Brunton, 2015). The Reggio approach is embedded culturally, socially and historically in the city of Reggio Emilia, and as such it cannot be duplicated into other cultural contexts (Mawson, 2010). However, the philosophy and principles of the Reggio approach have the potential to inspire, shape and enrich learning and teaching approaches in other unique early childhood education contexts. When considering what a Reggio-inspired approach might look like in practice, educators must take into consideration the unique cultural and social context of their centre and community, as well as the children, parents and families integral to that community. What are the specific needs and aspirations of these families, and how is this acknowledged through day-to-day practice in our unique early childhood setting?
In light of this understanding, a Reggio-inspired approach can begin to shape and enrich the daily practice of early childhood centres in meaningful ways. The following examples consider and demonstrate what a Reggio-inspired approach could potentially look like in practice in terms of the learning environment, resources, creative and expressive learning experiences, and documentation.
In light of this understanding, a Reggio-inspired approach can begin to shape and enrich the daily practice of early childhood centres in meaningful ways. The following examples consider and demonstrate what a Reggio-inspired approach could potentially look like in practice in terms of the learning environment, resources, creative and expressive learning experiences, and documentation.
The learning environment: Indoor and outdoor spaces
A Reggio-inspired learning environment is one in which the purpose of every space is carefully considered from the point of view of the children, the parents and the educators (Thornton & Brunton, 2015). Light, shadow, colour and reflection are key elements in the design of such l earning environments, and the spaces invite exploration, creativity, and participation while providing a wealth of sensory experiences. Learning environments also need to allow for children to experience individual, small group and large group projects and learning experiences.
Some examples of the kinds of purposeful spaces in a Reggio-inspired learning environment may include:
- sensory tables such as light tables with mirrors,
- dramatic role play areas that encourage family play and dress-ups, as well as puppetry
- indoor and outdoor areas for musical expression and exploration of natural and created sounds
- visual art spaces where children can express themselves through the use of paint, clay, pens and other quality art materials
- construction areas where children have non-restrictive space to build, construct and create, leave and return to develop their projects
- outdoor dens or shelters and indoor quiet areas such as a library/reading space
- water play and messy play areas such as sand or mud pits with access to construction materials and tools
- community gardens where children can be involved in the caring and protection of plants and learn about the natural world
Questions for reflection:
- What do our learning environments say to children?
- Is the learning environment inviting to children and their families?
- Do children have ample room and different places to be during the day?
- Is each physical space easy to read and arranged with a clear purpose?
- How does colour and lighting affect the atmosphere of the centre?
- Do indoor and outdoor spaces invite exploration and investigation?
- Are there spaces for quiet reflection, as well as creative expression, for example: singing, movement and dance, drawing, building, sculpture, painting, performance, science, mathematics ?
- Can the children as well as adult change the spaces?
- How does the environment make visible and celebrate children's learning and creativity?
- How do outdoor spaces nurture children's understanding and connection with the natural world?
Some examples of the kinds of purposeful spaces in a Reggio-inspired learning environment may include:
- sensory tables such as light tables with mirrors,
- dramatic role play areas that encourage family play and dress-ups, as well as puppetry
- indoor and outdoor areas for musical expression and exploration of natural and created sounds
- visual art spaces where children can express themselves through the use of paint, clay, pens and other quality art materials
- construction areas where children have non-restrictive space to build, construct and create, leave and return to develop their projects
- outdoor dens or shelters and indoor quiet areas such as a library/reading space
- water play and messy play areas such as sand or mud pits with access to construction materials and tools
- community gardens where children can be involved in the caring and protection of plants and learn about the natural world
Questions for reflection:
- What do our learning environments say to children?
- Is the learning environment inviting to children and their families?
- Do children have ample room and different places to be during the day?
- Is each physical space easy to read and arranged with a clear purpose?
- How does colour and lighting affect the atmosphere of the centre?
- Do indoor and outdoor spaces invite exploration and investigation?
- Are there spaces for quiet reflection, as well as creative expression, for example: singing, movement and dance, drawing, building, sculpture, painting, performance, science, mathematics ?
- Can the children as well as adult change the spaces?
- How does the environment make visible and celebrate children's learning and creativity?
- How do outdoor spaces nurture children's understanding and connection with the natural world?
ResourcesOpen-ended resources can be used to pose questions leading to investigation and discovery. They can stored in view and easily accessible for children, while being presented orderly and chosen for their beauty and aesthetic qualities. Open-ended resources stimulate children's creativity and expression through their 'hundred languages' by taking away restrictions and allowing exploration and experimentation of materials. Resources can also be used as provocations to spark children's creativity, and include natural and recycled materials. Consider what kinds of materials might invite children's attention and exploration, and how these may be presented to them for a range of purposes to discover.
Art: paint, clay, fabric, beads, shells, sticks, stones, cotton wool Construction: wooden blocks, wire, clay, cardboard boxes Dramatic play: kitchen tools, tables, chairs, flowers Questions for reflection: - Are resources presented beautifully, stored in view and with ease of access for children? - Are children provided with quality, authentic resources that are open-ended and fit for the purposes of children? - Are children provided a range of natural and recycled materials to work with? - Do resources and materials provoke thinking and discussion, and invite exploration? |
Creative, expressive learning experiences
"In Reggio, creativity is about having ideas, using imagination and solving problems. Creativity is a part of all areas of learning. Children can be creative when they explore language, mathematics, construction, scientific exploration and design technology" (Thornton & Brunton, 2014, p. 36).
Keeping in mind that creativity involves creating and thinking critically, and that children have many different ways of expressing themselves, young children's creativity can be supported and nurtured through learning experiences in which children's individual learning preferences and different types of experiences are valued and expressed.
Creative spaces also support children's creative expression by enabling children to:
- use high quality art materials for drawing, painting and modelling, suited to their desired outcomes
- learn the skills of using resources and materials creatively
- store part-finished projects and display work in progress
- learn the value of storing and displaying open-ended resources and materials in an orderly and beautiful way
- develop some of their ideas and explorations over an extended period of time
(Thornton & Brunton, 2014, p. 38).
Questions for reflection:
- To what extent are learning experiences child-initiated and lead?
- How are expressive learning experiences encouraged, facilitated and extended?
- Do children have opportunities to work individually, as well as participate in group discussions, learning experiences, and project-based learning?
- How is time organised and structured?
- Do children have some control over time? Do they have time to develop ideas, work through challenges and revisit their projects?
- Do learning experiences allow children to take ownership of the process and focus for their learning through their interests?
- Do they encourage children to explore using all of their senses - taste, touch, smell, sight and sound?
- Are learning experiences flexible? Do they allow time for investigation and exploration over a sustained period of time?
- Are children's ideas, opinions and choices respected and affirmed?
- Are respectful, reciprocal relationships nurtured between children, adults and children, teachers and parents/families?
Keeping in mind that creativity involves creating and thinking critically, and that children have many different ways of expressing themselves, young children's creativity can be supported and nurtured through learning experiences in which children's individual learning preferences and different types of experiences are valued and expressed.
Creative spaces also support children's creative expression by enabling children to:
- use high quality art materials for drawing, painting and modelling, suited to their desired outcomes
- learn the skills of using resources and materials creatively
- store part-finished projects and display work in progress
- learn the value of storing and displaying open-ended resources and materials in an orderly and beautiful way
- develop some of their ideas and explorations over an extended period of time
(Thornton & Brunton, 2014, p. 38).
Questions for reflection:
- To what extent are learning experiences child-initiated and lead?
- How are expressive learning experiences encouraged, facilitated and extended?
- Do children have opportunities to work individually, as well as participate in group discussions, learning experiences, and project-based learning?
- How is time organised and structured?
- Do children have some control over time? Do they have time to develop ideas, work through challenges and revisit their projects?
- Do learning experiences allow children to take ownership of the process and focus for their learning through their interests?
- Do they encourage children to explore using all of their senses - taste, touch, smell, sight and sound?
- Are learning experiences flexible? Do they allow time for investigation and exploration over a sustained period of time?
- Are children's ideas, opinions and choices respected and affirmed?
- Are respectful, reciprocal relationships nurtured between children, adults and children, teachers and parents/families?
Documentation: Making learning visible
"Displaying children's work in progress will demonstrate how much their ideas are valued and will encourage other children and adults to comment, ask questions and become involved" (Thornton & Brunton, 2014, p. 38). By documenting and displaying children's work in progress, children are able to revisit their learning and develop their ideas, as well as reflect on the processes and stages of their project. Both children and adults can be involved in documenting the learning process.
The way in which children's learning is documented and evidence is collected and displayed depends on the context of the learning situation. Some examples of documentation may include: - photographs or visual images with children's quotes and questions - videos - written notes - drawings, paintings, models - audio recordings - two-dimensional (2-D) and 3-D examples of works in progress - transcripts of dialogue between children and child-adult discussions Questions for reflection: - How are children's learning experiences documented and revisited? - How is learning made visible to children, to parents and families, and to the wider community? - Does documentation reflect continuity through the process of children's learning? |