2. Reggio Emilia Philosophy
The Philosophy and schools bearing this
city’s name were developed after WWII by a
gentleman named Loris Malaguzzi.
The idea behind the philosophy was to
create an environment of peace,
communication, collaboration and respect for
young children so that they may build a
community of respect for the future generations
and war would no longer be a part of the city.
The government, community and people are all
an integral part of the success of the schools in
Reggio Emilia.
3. The Reggio Inspired Approach
8 Principles
1. The image of the child: all children have potential, construct their own learning, and
are capable.
2. Community and system: children, family, teachers, parents, and community are
interactive and work together.
3. Interest in environment and beauty: school and classrooms are beautiful places
4. Collaboration by teachers: team, partners, working together, sharing information,
sharing in projects.
5. Time not set by clock: respect for children's pace, time table, stay with teachers for
several years, and relationships remain constant.
6. Emergent curriculum/projects: child-centered, following their interest, returning again
and again to add new insights.
7. Environmental stimulation: encourages activity, involvement, discovery, and using a
variety of media.
8. Documentation: observing, recording, thinking and showing children's learning.
74. International study groups of educators from
around the globe journey to Italy annually to get a
first hand glimpse of this exceptional philosophy
in action.
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85. The Compass School of Cincinnati
A Reggio Inspired School for Young Children
86. What does it mean to be “Reggio
Inspired?”
Because in Italy this approach is integrated into the
fabric of the local government, community, and its people,
it cannot be exactly replicated in the United States.
To be “Reggio-Inspired” is to adopt the core values and beliefs
of this approach to educating young children.
Such principles include:
The Image of the Child
Emergent Curriculum
Project Work
Role of the Teacher
Documentation
Parent and Community Involvement
Environment
87. The Image of the Child
We view every child as strong,
capable, independent, curious, and full
of imagination. We empower children
to think, question, investigate, explore,
and help navigate the journey of
learning.
We empower children to think, question, investigate,
explore, and help navigate the journey of learning.
100. Emergent Curriculum
Teachers observe and document the
interactions, discussions, and fascinations of
children. By developing learning
opportunities from these observations, the
curriculum “emerges” from children’s
interests and ideas.
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111. Project Work
Our educators deliver this emergent
curriculum through project work, which allows
children to explore these areas of interest in detail.
Projects may last a day, a week, a month, or even
longer, depending on the interests of the group.
Teachers are thoughtful about introducing a broad
range of opportunities, from art to music to early
language, math, science and nature experiences, in
support of the project. By exploring projects of
children’s interest in great detail, children are excited
by the learning process. This enthusiasm for
knowledge, combined with the ability to experience
project work in detail, will foster a predisposition for
“life-long” learning.
187. The Role of the Teacher
The teacher is viewed as a partner in
learning, with the children. By listening,
observing, and documenting children’s
work, the teacher is equipped to guide
children’s learning experiences, and “co-
construct” knowledge.
197. The Role of Environment
The environment of the school (its
classrooms, common spaces, and
playground) is viewed as the “third
teacher.” The environment should be a
reflection of the children, teachers, and
parents who live and learn there. It should
be thoughtful, imaginative, enticing, and
respect the image of the child.
249. Parental Involvement
Learning takes place not just within
the school, but also at home and
throughout the community. We encourage
parents to participate in project work,
special events, and the daily life of the
school. We seek an integrated learning
community, where teachers, parents, and
administrators work together to meet the
needs of the children.
255. Documentation
By documenting the children’s work
through photographs, video, written word,
displays, etc, teachers tell the story of the
children’s early childhood experiences. Every
child has their own portfolio, consisting of art
work, photographs, information related to
developmental milestones, and more. Lesson
plans, project boards, and Daily Highlights
explain the work of the children, and
communicate the life of the school to the
community at-large.
