The Reggio Emilia Approach



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    What children learn does not follow as an automatic result from what is taught, rather,
    it is in large part due to the children’s own doing, as a consequence of their activities and our resources.
    —Loris Malaguzzi, The Hundred Languages of Children

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    We believe that all children are capable, competent, and curious. Creativity, interests, ideas and questions of the children are worthy of pursuit. Children are placed at the center of the curriculum, resulting in an authentically responsive curriculum that fosters opportunities for every child to engage. The arts and sciences serve as languages for thinking, communicating, and sharing ideas. The Reggio Emilia approach speaks of the Hundred Languages of Children. Reggio Emilia educators share the belief that children have many methods of communicating, including storytelling, music, art, movement, dramatic play and construction.









    Teachers support creative thinking and problem solving with many opportunities provided for in-depth inquiry into areas of study that are initiated by the children and teachers. Teachers  facilitate discussions, foster inquiry, create provocations observe and document student investigations. An emphasis placed on the importance of play in a child’s learning. Rather than seeing play as something we do aside from work, or after we do our work, many times the learning happens through the work of play.



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    The classroom reflects a flexible environment that is responsive to the need for children and teachers to construct knowledge together.  The purposefully designed classroom environment reflects the work and thoughts of the student.  The classroom invites children to use materials and make choices, fostering independence and confidence. This type of environment encourages children  to  become more  independent as they gain confidence in their abilities.


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