The Reggio Emilia early childhood approach began in the region of Reggio Emilia, Italy following World War II. Committed to anti fascism, the parents of Reggio Emilia, alongside pedagogue Loris Malaguzzi, pioneered a curriculum in which children are encouraged to think critically and develop and express their ideas using a variety of mediums.
This approach is centered between the relationship of the children to their teachers, families, and community, and the place they live. Because of this, the Reggio Emilia approach is not one that can be replicated--it exists only in Reggio Emilia, Italy.
Instead, educators around the globe are inspired by Reggio Emilia to create place-based emergent curriculums centering the lives of the children they work with.
“Our task is to help children communicate with the world using all their potential, strengths and languages, and to overcome any obstacle presented by our culture.” -- Loris Malaguzzi
Children wish to express and develop their ideas in a variety of ways--we cannot limit children to a single language, rather, we should allow children to access their "hundred languages." Children are invited to demonstrate their ideas in any variety of ways--through words, paintings, dance, photographs, poetry, song, wire, clay, sticks, rocks, pinecones, running, laughter, patterns, emotions....
Teachers who are inspired by the schools of Reggio Emilia work with children to help them develop their own ideas, and more deeply explore their interests. With the Reggio Emilia approach, we move away from the idea that the teacher is an expert who must implant knowledge into children; children are not empty vessels, but whole beings. It is the teacher's job to support children and learn from them, working alongside children rather than above children.
A thoughtfully prepared environment is its own teacher. Children construct their knowledge of the world through engagement with their environment, including the materials and the people.
The curriculum emerges organically and intentionally by following the curiosities of the children. In this way, what is learned in unique to each group of children, and cannot be replicated from year to year or place to place. This approach responds directly to the needs and interests of the children in the program, developing collaboration, inquiry explorations, problem solving skills, and more. Children often delve deep into studies that interest them, creating complex foundational relationships. Children are supported in reflection as they make their own meaningful connections to their environment.