The Reggio Emilia Preschool Philosophy


Reggio Emilia Approach 1 hour

Video taken from the channel: Reggio Emilia Early Learning Centre


Reggio Emilia: in a nut shell

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Reggio Emilia: how to get started in your setting

Video taken from the channel: the Guilletots Playful Learning


History and Philosophy of the Reggio Emilia Approach

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Education Counts Michiana The Reggio Emilia Approach

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Preschool Philosophies: Reggio Emilia Approach | NO SMALL MATTER

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Reggio Emilia Education

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The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play. At the core of this philosophy is an assumption that children form their own personality during the early. Reggio Emilia Philosophy Little Sunshine’s Playhouse & Preschool® proudly provides your children with an emergent curriculum based on the highly acclaimed Reggio Emilia philosophy.

Reggio Emilia is an early childhood education approach that originated in Reggio Emilia, Italy. The Reggio Emilia philosophy is an approach to teaching, learning and advocacy for children. In its most basic form, it is a way of observing what children know, are curious about and what challenges them. Teachers record these observations to reflect on developmentally appropriate ways to help children expand their academic and social potentials. Reggio Emilia is an educational philosophy that originated in Italy by the late Loris Malaguzzi, and has since become internationally acclaimed as an inspirational approach to early childhood education.

It values the 100 languages of the child, their expressiveness, humanity, and creativity. Reggio Emilia Philosophy & Approach. At Saint Anne’s Day School, we are inspired by the world renowned preschool and infant/toddler centers of Reggio Emilia, Italy. What is the Reggio Emilia Approach?

The Reggio Emilia philosophy and approach to early childhood education has developed and continues to evolve as a result of over 50 years of. 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. Reggio Emilia schools are based on the highly successful preschools developed by the townspeople of Reggio Emilia, Italy during the 1940s.

As in Montessori, students take the lead in learning. The curriculum consists of projects that reflect the interests of the students. From media-free to play-centered, different preschool philosophies focus on cultivating unique environments that fit your child’s learning needs. Here are the most common options.

Instead, the Reggio philosophy is that “children are competent, confident and capable beings from birth,” she said. But that doesn’t mean that preschoolers are. The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them.

Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in appropriate ways.

List of related literature:

Through the years, educators in Reggio Emilia have evolved a philosophy based on partnership among children, teachers, parents, educational coordinators, and the community.

“The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition: The Reggio Emilia Experience in Transformation” by Carolyn Edwards, Lella Gandini, George Forman
from The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, 3rd Edition: The Reggio Emilia Experience in Transformation
by Carolyn Edwards, Lella Gandini, George Forman
ABC-CLIO, 2011

All these ways of working with each other, with ideas, and with materials and space have been studied and enriched over the past 30 years in the schools of Reggio Emilia through the interaction and collaboration of children, teachers, and parents.

“Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education” by Louise Boyd Cadwell
from Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education
by Louise Boyd Cadwell
Teachers College Press, 1997

In contrast, the program in Reggio Emilia demonstrates how teachers can, through documentation and teamwork, prepare school environments and activities that awaken in young children powers to perceive, study, and represent the beautiful and orderly worlds of nature and culture surrounding them.

“The Hundred Languages of Children: The Reggio Emilia Approach-advanced Reflections” by Carolyn P. Edwards Lella Gandini George E. Forman, Carolyn P. Edwards, Lella Gandini, George E. Forman
from The Hundred Languages of Children: The Reggio Emilia Approach-advanced Reflections
by Carolyn P. Edwards Lella Gandini George E. Forman, Carolyn P. Edwards, et. al.
Ablex Publishing Corporation, 1998

This was the insight, the main idea and driving force behind the comprehensive introduction of the atelier in the preschools and infant-toddler centers of Reggio Emilia, along with the great variety of materials, different techniques, and the process of “thinking” simultaneously with our hands, sensibilities and brain.

“International Handbook of Research in Arts Education” by Liora Bresler
from International Handbook of Research in Arts Education
by Liora Bresler
Springer Netherlands, 2007

In the celebrated preschools of Reggio Emilia, for example, children show that, given the chance, they enjoy exploring ideas, and developing their skills and knowledge.

“The Excellence Of Play” by Moyles, Janet
from The Excellence Of Play
by Moyles, Janet
McGraw-Hill Education (UK), 2014

The Reggio Emilia Philosophy of education was created in 1945 by Loris Malaguzzi in Reggio Emilia, Italy.

“Unschooling To University: Relationships Matter Most in a World Crammed With Content” by Judy L Arnall
from Unschooling To University: Relationships Matter Most in a World Crammed With Content
by Judy L Arnall
Judy Arnall, 2018

The Reggio Emilia schools have been famed not only for their democratic vision of society, but also for the level and complexity of learning generated by children in these centres.

“Starting Strong II Early Childhood Education and Care: Early Childhood Education and Care” by OECD
from Starting Strong II Early Childhood Education and Care: Early Childhood Education and Care
OECD Publishing, 2006

The Reggio Emilia approach has no set curriculum and does not include academic skills such as reading, writing, and counting, but emphasizes documentation for making visible children’s learning.

“International Handbook of Early Childhood Education” by Marilyn Fleer, Bert van Oers
from International Handbook of Early Childhood Education
by Marilyn Fleer, Bert van Oers
Springer Netherlands, 2017

The next part of the chapter draws on the findings of the three projects which, inspired by the philosophy of the preschools of Reggio Emilia, explored ‘childinitiated’ play and learning with groups of Foundation Phase teachers.

“Exploring Outdoor Play in the Early Years” by Trisha Maynard, Jane Waters
from Exploring Outdoor Play in the Early Years
by Trisha Maynard, Jane Waters
McGraw-Hill Education, 2014

For us, therefore the Reggio Emilia experience has provided a challenge to the prevalent tradition of early childhood pedagogy, and not only early childhood pedagogy, but also to pedagogy, education, as a whole.

“Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives” by Gunilla Dahlberg, Peter Moss, Alan R. Pence
from Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives
by Gunilla Dahlberg, Peter Moss, Alan R. Pence
Falmer Press, 1999

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  • Great video! I agree that the reggio emilia approach opens up the opportunity for children to think creatively and make their own discoveries!

  • Thanks for that very thoughtful example conversation about bees and how it can lead to further ideas. I thought that really brought home the main message of the entire video.

  • The philosophy my ECE centre follows!:)
    Although we are not American so no phonics until school, and entirely free unstructured child-led play (except for two 10 minute long mat times for 3 years and above, and for 4 year olds we do a daily 20 minute ‘get ready for school’ lesson which can cover anything from tying shoes to being a good friend).

  • at 4:57 you have an interesting table with two books on display which I assume are the 3 little pigs (inquiry into materials) I would like to know which version is in this picture please. thank you. love your video. very resourceful.

  • I havn’t noticed the relation between war and the way we learn to treat each other in schools and at home before. It definitely makes sense though. In both cases there’s an authority figure who teaches the ‘way’ while others don’t learn to think for themselves.
    Well that’s some food for thought..:) great video!

  • Wow! These reggio ideas are great! I think they really probe children’s thinking and creativity and let allow them to discover and explore their imagination. I especially like the fall harvest station.

  • Awesome videos! Removing the hand that draws (which was a distraction) make the entire video more enjoyable and lets you focus on the topic more.

  • thank you so much for this beautifully and eloquently put together 1 hour tour, and clarity. this will truly help parents to understand Reggio.

  • Unfortunately, school founded on the idea of pacifism means no competition, so basically no sport, sexuality, or any personal rewards. The school itself isn’t evil, but I feel sorry for the students, who have to face the brutal reality of adulthood after going through such education.

  • I am starting my course for Certificate 3 in Childcare. Your video is amazing, have a lot of examples. Thank you very much for your work.

  • My son starts Reggio Emilia this fall! It’s going to be perfect for him. I don’t like Pre-K where it’s inside all day in one room, sitting at desks staring at a teacher. That’s what my step son had and it wasn’t good for him at all. I was so impressed by the school and the staff at the Reggio school when I went on a tour. I’m so excited for my son!

  • LA Donna Foster
    Loose parts inventory for your class room.I love loose parts materials. Just look around and see what you have around your house.Do not forget to ask for donation from your parents.Here is a list of loose parts ideals for Toddlers. Pots and Pans,Glass germs,Napkin rings, Bowls, Kitchen utensils Sensory bottles, Wood cookies, Color plastic cups, Rope, Christmas lights, Bean bags, Water, Funnels., If you need more look up loose parts for Toddlers.

  • I am still learning about Reggio Emilia Approach, but I am trying to understand the idea of following a particular child’s lead and inviting others to collaborate, creating a project together to share at the end as a culmination. What about the other students’ interests? Do you just pick and choose which one to follow and have the whole class be a part of that? I don’t understand how to progress in a student’s interest without thinking about the rest. I can only imagine it would just be a class full of different ideas, interests, and abilities. How could one possibly take a child’s interest and create a whole curriculum out of it? I find that in my classroom, students are curious about all different things, there’s never usually one area of interest. Maybe I am not understanding this clearly. I also reach Prek

  • The reggio emilia approach is not all about how the materials look. they do not have to be natural because that is limiting so many possibilities.

  • Always loved it, I love the relaxing soothing environment of Reggio rooms because so many children have sensory issues and some teachers do too and you get tired of all the bright colors and need a calm space.

  • is can we our mix and match variety of method liked example Montessori mix Reggio Emillia, Multiple inteligence mix Montessori..and so on..liked me as a muslim I want mix with Islamics practical in daily life in early childhood education program

  • Sad thing is even though I know this is great and good way I wont able to teach this way when I will be parents coz we weren’t prepared like this..

  • We are comitted to drive our community founded preschool according to RE”s “idealistic and native approach” in Hungary, Szeged. Nothing RE related community we’ve found so four in our counry.

  • To Erika Nickel: the reason why the hundred squares and geometric solids are in the construction area is because I do not follow rigidly the Montessori method but rather incorporate it in our Reggio inspired curriculum and environment. Some of our children are too small to use these types of Montessori materials and rather than leave them on the shelves gathering dust, we place them in the construction area for the children to use at their own will. You will be surprised to see how they soon familiarise themselves with the materials and actually start asking questions about them. Which let us introduce them bit by bit to the right use of the materials at the later date. The construction area is a place when children learn a lot about mathematical concepts without realising it. I understand this may annoy very strict Montessori teachers. But this is not what we are in our setting. As I said we combine loads of different things to make it a better learning environment. We are always careful with small parts when young children are playing around them and they are never left unattended when under a certain age.

  • yeah but wont these children become disobedient to parents and will they be able to adjust in the world with mostly traditional education system…..seems confusing as a perfect world this seems good but we dont live in a perfect world…

  • You cant have an entire philosophy based on the Reggio Emilia approach. It is only an approach, based on socio-cultural and post-structural theories. The RE approach is situated in Reggio Emilia, you cant say where this preschool is located is exactly the same as Reggio Emilia, Italy. That’s impossible. You can only have an RE ‘inspired’ approach, but it needs to be altered to the specific social and cultural contexts of the preschools location. This is really emphasised by Malaguzzi and Canella, so this preschool really hasn’t read the entire approach, or at least correctly.

  • I’m inspired! I love it all! BUT the abuse the Montessori materials are taking makes me cringe! The broad stairs and pink tower didn’t bother me too much, since they are intended for building and exploration is encouraged with them. The number rods didn’t bother me too much because I can see the value in using stones for one to one correspondence….but the HUNDRED SQUARES AND GEOMETRIC SOLIDS IN THE BLOCK AREA?!?! Whyyyyy?!!

  • I have a child in a Pre-K program that uses this approach… the problem is the transition. We are constantly worried about how she will transition into a traditional school environment because they don’t teach traditional writing, spelling, and other subjects that prepares them for Kindergarten.

  • I loved this video ❤
    I am new to the Reggio Emila Approach and you’re breakdown that you did was very understanding. It helped me tremendously.