The Reggio Emilia Approach to Early Years Education What is the ‘Reggio Approach?’ Birth to 6yrs The main features of the Reggio approach: The image of the child Relationships and time Teaching, learning and documentation The learning environment Reflective practice – children and adults as researchers Infancy is a distinct developmental stage in its own right, not simply a kind of antechamber to later stages of formal development Progressive approach: vision of child-centred practice. Tension between learner-centred approach and having to implement prescribed, pre-selected guidelines does not arise.

Loris Malaguzzi Political context: reaction against ‘fascism’ Left state school to become involved in community initiatives in Reggio Emilia Pluralistic approach – involved children, parent, teachers, administrators and politicians. Influences: Dewey, Vygotsky Development of knowledge through a collaborative partnership Opposition to standardisation, outcomes, targets and economic productivity Prescriptive approach seen as stunting potential by formulating learning in advance

The image of the child Rich in potential, strong, powerful and competent Able to develop their own theories about the world and how it works The capacity to explore such ideas in collaboration with other children and adults A ‘hundred’ languages with which to express themselves, all equally valued A self-confident explorer/investigator with a sense of curiosity and the freedom of spirit to venture beyond the known/given. Gives priority to children’s views of the world Children seen as unique individuals with rights – children with SENeeds are called children with special rights ‘hundred languages’ many different expressions that children use – not just speech. Do you have a clear vision of what trying to achieve and a shared set of values? What influences your philosophy and practice? What is your image of the child?

Relationships and Time Great emphasis placed on adults and children learning together Valuing others opinions, viewpoints and interpretations. Rights of children enshrined in Charter of Rights’ (1993) Strong relationships between school, family and community Welfare of young children seen as the collective responsibility of the community. Feelings of ‘ownership’ by all involved What is your partnership with parents? Do you value their point of view? Are they able to share their skills and expertise? How do the ‘teams’ in your setting operate? As a staff, do they identify nurture their individual creativity? Are children seen as having ‘special rights’ rather than ‘special needs’?

Time Recognised as key factor in supporting children’s learning Children are encouraged to be aware of the present, build on the past and look to the future Priority is given to setting aside the necessary time for children and adults to discuss and debate and reflect Revision and reflection central to children’s learning. Projects meander at child’s pace. From a very young age, children are encouraged and expected to concentrate for long periods of time Adults given time to document, interpret and share information with colleagues and parents Children manage their own time, and are able to leave unfinished investigations, knowing that they can return to them later (not all tidied away at ‘tidy-up time’ How is the pattern of the day determined in your setting? Could changes be made to allow children more uninterrupted time? Is talk and discussion given sufficient time/value? How are longer term projects handled?

Learning and documentation – the Progettazione No predetermined curriculum Long-term and short-term projects Concept of children and adults as researchers ‘pedagogista’- supports individual learning of both children and adult ‘atelerista’ – artist in residence Respect for children’s theories and hypotheses – allows children to make mistakes Children’s ideas interests and theories are the starting point for developing ongoing experience Children trusted to ‘ask the important questions’ Discussion, graphical representation and 3-D modelling help children to refine their ideas and deepen understanding Adults act as a resource of knowledge, skills and expertise to be accessed. Teachers are learners, alongside children Research regarded as part of daily life not a specialised activity Group learning highly valued – peer evaluation important. What value is placed on children’s theories/ideas in your setting? How are different learning styles accommodated? How do children use their many ‘languages of expression?

Documentation Learning process documentated as it develops through notes, recordings, drawings, photographs, video. Educators interpret the evidence gathered to plan and support the possible next stages of project/learning experience. Co-teaching allows for discussion and sharing of documentation with fellow educators, children and parents ‘I’ve never seen a baby being born. I don’t know who decides about being born: the mother or the babies. I don’t know, I don’t remember anything. ‘ Documentation seen as a way of guaranteeing we are reflective and valuing point of view Evidence of children’s learning on daily basis Helps children reflect and informs parents The collection and display of children’s ideas, creativity and research(documentation) convy very powerful messages abut the value and status of early childhood. Does your documentation focus more closely on the process or the product? Exact scribing of children’s words? Documentation for historical purposes? Documentation for use in wider community to raise profile of early childhood.

The learning environment Designed to give space and light, but not just white walls, mirrors, three-dimensional pyramids and light tables. Socio-constructive model of learning – environment must be flexible. Atelier, creative and discovery area – a range of materials not for restricted activities, but intended to lead to investigation Dining room at heart of the school- kitchen area visible at all times – underlines the importance given to preparing and sharing food. Furniture multi-functional and open to modification – not separate spaces for separate purposes – ‘we shape the room and the room shapes us’ (Carlina Rinaldi) Physical environment very important, ‘the third teacher’. Symbiotic relationship within Reggio Children have right to rich, complex environment that provides a wealthy of sensory experiences Atelier epitomises the concept of school as a place of participation, research and creative expression. Does the environment reflect the setting’s philosophy? Does the environment help or hinder? What changes would you make? How much attention is paid to light, shadow, colour, texture, smell and sound? Can you bring the outside in?

Reflective practice – teachers as learners CPD not about developing teachers’ understanding of how to teach but about developing their understanding of how children learn Teachers encouraged to understand children’s learning processes rather than acquire skills and knowledge that they will then expect children to learn. Research fundamental to learning strategy for children in Reggio schools and is mirrored in the approach to professional development. Teachers given opportunities to meet and talk with people working outside the boundaries of education – scientists, musicians, writers architects … Collegiality, interaction and participation leads to lack of hierarchical staff structure. Lack of externally imposed policies, manuals and curriculum guidelines