The Reggio Emilia approach is an educational philosophy focused on preschool and primary education. It is a pedagogy described as student-centered and constructivist that uses self-directed, experiential learning in relationship-driven environments. The program is based on the principles of respect, responsibility, and community through exploration and discovery through a self-guided curriculum. At its core is an assumption that children create their own personality during the early years of development and are blessed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach how to use these symbolic languages (e.g., painting, sculpting, drama) in everyday life. It was developed after World War II by Loris Malaguzzi and parents in the villages around Reggio Emilia, Italy, and derives its name from the city.
It is a very interesting experience about how I first encountered the Reggio Emilia approach. Initially, at ASB, we had a scavenger hunt. We were split into groups and were given clues to find the next location. It was to get acquainted with the space and locations in the building. During one of the clues, we entered a big room. It said Creative Arts Space at the door. It was a unique space, open and clutter free. It definitely did not look like a regular classroom at ASB. It had a hut made of bamboo sticks at one end, some pictures with quotes on the wall, glass hangings, and some colorful glass stands. There were hardly one or two tables with chairs and had a few carpets and mats. There was something serene about that place. The experience left me speechless.
Later, I was informed that I will be a Resident Teacher with Elementary School Music. To my surprise, I was going to work at the same Creative Arts Space that I was so intrigued before.
As a Resident Teacher with Creative Arts Space, I was introduced to the world of Reggio Emilia. Initially, I was puzzled and clueless as to what is happening in the space, how things work, what are the learnings, what planning is required, what kind of resources are used? I was very intrigued. I gradually understood the essence of Reggio. The learning is completely child-driven. There are norms and agreements set for space and the materials. There is no set curriculum or a classroom structure. No Math no Science no Language. Everything is exploration based. Yet, one can see all the subjects in the curriculum integrated as part of the explorations.
An exploration with blocks can just seem like a free play to a layman but it develops the concept of big and small, shapes, balancing along with language and social skills. It also builds their creativity and perseverance. The list is endless. A teacher can bring in various experiences all integrated into one activity, yet one can see each idea individually. The teacher sets up explorations (provocations) depending on the age, interests which also includes Music and Art. The explorations can be anything a light table, a free-flowing fabric, a musical instrument, drawing, clay or anything that can interest the child. Initially, the explorations are set by the teacher. Gradually, the explorations are more inclined towards the child or the group’s interest. It is so fascinating to see the world from the child’s lens and their relation and understanding about the world around them.
For each session, the teacher documents the observations as a child’s verbatim and the child sees the value in the process of exploration. The role of a teacher is more of a facilitator and a learner alongside the child’s learning journey. A teacher invests the time around researching things related to the explorations and brings in relevant and authentic learning experiences to the child.
Though brief, this experience has benefited me to discover my philosophy and purpose of education that will stay with me and influence my professional and personal journey throughout my life.
It is a very interesting experience about how I first encountered the Reggio Emilia approach. Initially, at ASB, we had a scavenger hunt. We were split into groups and were given clues to find the next location. It was to get acquainted with the space and locations in the building. During one of the clues, we entered a big room. It said Creative Arts Space at the door. It was a unique space, open and clutter free. It definitely did not look like a regular classroom at ASB. It had a hut made of bamboo sticks at one end, some pictures with quotes on the wall, glass hangings, and some colorful glass stands. There were hardly one or two tables with chairs and had a few carpets and mats. There was something serene about that place. The experience left me speechless.
Later, I was informed that I will be a Resident Teacher with Elementary School Music. To my surprise, I was going to work at the same Creative Arts Space that I was so intrigued before.
As a Resident Teacher with Creative Arts Space, I was introduced to the world of Reggio Emilia. Initially, I was puzzled and clueless as to what is happening in the space, how things work, what are the learnings, what planning is required, what kind of resources are used? I was very intrigued. I gradually understood the essence of Reggio. The learning is completely child-driven. There are norms and agreements set for space and the materials. There is no set curriculum or a classroom structure. No Math no Science no Language. Everything is exploration based. Yet, one can see all the subjects in the curriculum integrated as part of the explorations.
An exploration with blocks can just seem like a free play to a layman but it develops the concept of big and small, shapes, balancing along with language and social skills. It also builds their creativity and perseverance. The list is endless. A teacher can bring in various experiences all integrated into one activity, yet one can see each idea individually. The teacher sets up explorations (provocations) depending on the age, interests which also includes Music and Art. The explorations can be anything a light table, a free-flowing fabric, a musical instrument, drawing, clay or anything that can interest the child. Initially, the explorations are set by the teacher. Gradually, the explorations are more inclined towards the child or the group’s interest. It is so fascinating to see the world from the child’s lens and their relation and understanding about the world around them.
For each session, the teacher documents the observations as a child’s verbatim and the child sees the value in the process of exploration. The role of a teacher is more of a facilitator and a learner alongside the child’s learning journey. A teacher invests the time around researching things related to the explorations and brings in relevant and authentic learning experiences to the child.
Though brief, this experience has benefited me to discover my philosophy and purpose of education that will stay with me and influence my professional and personal journey throughout my life.