Contextualising Reggio Emilia
When exploring Reggio Emilia, it is important to note that it is not just the name given to the innovative and child-centred education philosophy but can be split into three interconnected aspects. Firstly, Reggio Emilia is a small city with an ethos that focuses on imagination, energy, and community spirit. The next is the region of Reggio Emilia, which holds around forty municipal early years settings catering for children from a few months to six years old. Finally, and perhaps more importantly, the approach and body of knowledge that is referred to as Reggio Emilia. This approach was developed firstly by Loris Malaguzzi, a teacher and psychologist, with the support of the parents of the community who were committed to creating a new kind of school system that would better serve the needs of their children. As such, the Reggio Emilia approach is a wide-ranging and unique body of theory and pedagogy exploring the learning, development and care of children, their families and the wider community. One of the interesting and distinctive features of the Reggio Emilia approach is that it is not just focused on and connected to the child but is an interconnected web between the child, family community, and particular historical, cultural, and political contexts.
To understand the Reggio Emilia approach, it is first important to understand and explore the particular historical, cultural, and political contexts that have helped shape its formation in the aftermath of World War II.
When exploring the political context in the development of the Reggio Emilia approach, it can be seen through the reductive left-right spectrum as being a left-wing philosophy. This is because the socialist ideals, values, and policies that took hold of this region in Italy in the nineteenth and early twentieth centuries have influenced their structure, design, and implementation. This can be seen through the view that school is first and foremost a public space where all in the community are not just welcome but encouraged to engage with, a place of connection, interaction and dialogue among citizens young and old in which there is the open sharing and questioning of ideas, theories and thoughts. A setting that creates a community of equals between children, parents, teachers, and the wider community.
During the Second World War, the area was devastated by Fascist and Nazi actions partly because of its resistance to dictatorial practices and right-wing ideology. As well as Allied bombing due to German occupation. Both of these factors accumulated in the almost complete destruction of all civic infrastructure, such as schools and early years settings. Once the war came to an end, the region of Reggio Emilia set about rebuilding civilian and civic infrastructure through cooperative movements and community efforts, further engraining the socialist ideology. The focus on rebuilding civic infrastructure was partly driven by the women of the region as they wanted the children of Reggio Emilia to be the last to experience the horror and injustice of war and instead focus on developing to their full potential and reaching for enlightenment. This focus on rebuilding civic infrastructure led to what could now be considered the first Reggio school to open in 1945. A secondary result of this cooperative reconstruction is that the city of Reggio Emilia has a continuing tradition of collective life in cohesive communities and an active network of civic engagement.
This leads us to the final factor, which is the cultural background of the Reggio Emilia approach. Because of this collective suffering, a the collaborative focus on rebuilding the civic infrastructure. It became a catalyst for rebuilding their communities, and for almost twenty years after, the schools were run by small cooperatives made up of members of the local communities and parents of children enrolled. However, this model was unsustainable due to the increasing enrolment of children and the increasingly limited funding and resources available to each of the settings. So, with the support of the Union of Italian Women, the Reggio Emilia municipal government took over control of the schools. Which, in turn, provided the required funding, support, and resources. The involvement and support of the Union of Italian Women in the early development of the approach’s history established women as a fundamental driving focus behind its continuing success.
The purpose of education within Reggio Emilia
Within education currently in England and perhaps more broadly within Western societies, the idea of education for all children, including young children, as a shared experience in a democratic society and of a school as part of that society whose citizens take responsibility for all their children is being replaced by another idea. One in which education is viewed as an individual commodity and the metaphor for a school changes from a forum or public space as it is viewed within the Reggio Emilia approach to that of a business, investment in specific skills or a factory producing a standard product for a predetermined market.
Teachers within the Reggio Emilia educational philosophy describe the purpose of their approach to education as a joint research project between themselves and the children. This long-term research project focuses on cooperation, collaboration and creativity. Enabling the use of space, expression and thought through what they would refer to as ‘one hundred languages of expression’. This, in turn, allows for the development of a child who is rich in potential, strong in ideas and character and powerful and competent. As well as one who is confident in building relationships, holds their own values, embodies curiosity and open-mindedness, and wants and provides respect.
Influences on the theory
Like with other educational approaches in the mid to late twentieth century, Reggio Emilia has been inspired by the work of constructivist theories and theorists such as Piaget and later the works and ideas of Vygotsky. Constructivism was an influential school of thought on the Reggio Emilia approach because, like constructivism, the Reggio Emilia approach viewed an educator’s role as one that provides the conditions for learning through engagement, resource provision, and facilitation rather than the provision of just the required information itself. In short, they guide learning rather than teach content.
However, early on, the teachers within Reggio Emilia became aware of what they saw as weaknesses within the work and theories of Piaget, namely that of the stated requirement for children to be isolated in their learning and that their learning is decontextualised to its surroundings. As such, during the 1970s, they began to formalise their theoretical viewpoint that learning, like the wider development of the approach itself, is interconnected and influenced by socio-cultural factors and the need for constructing an environment that allows for experimentation, engagement and exploration. As such, Reggio Emilia’s active promotion of social learning and engagement during the construction of knowledge led them to Vygotsky and his theory of the Zone of Proximal Development. Along with this, they also developed the understanding that, like Vygotsky, learning does not proceed linearly, in determined or predictable stages, further moving them away from the theories of Cognitive Constructivist Piaget.
Exploring the theory behind Reggio Emilia
The Reggio Emilia approach, as mentioned, is based on the belief that children can construct their knowledge through exploration, experimentation, and discovery. The approach emphasises the importance of social interaction, collaboration, and communication in learning.
As also already mentioned, the first Reggio Emilia school was opened in 1945, and since then, the approach has gained widespread adoption and worldwide recognition. The approach has been praised for its focus on the child’s individual needs, its emphasis on creativity and self-expression, and its promotion of critical thinking and problem-solving skills.
The Reggio Emilia approach is characterised by several key principles, including:
The Image of the Child:
The Reggio Emilia approach is grounded in the belief that children have the innate ability to construct their own knowledge and learn through exploration and discovery. The Image of the Child principle is a foundational element of this approach, which recognises that children are competent and capable individuals with unique qualities and abilities. According to this principle, children are active learners who are curious and interested in the world around them and are not passive recipients of knowledge, but rather, they are active participants in the learning process. Teachers play a crucial role in facilitating children’s learning by providing them with opportunities to explore, experiment, and discover by encouraging children to ask questions, make connections, and test their hypotheses.
The Reggio Emilia approach recognises that children have a natural desire to learn and that the learning process should be child-centred rather than teacher-directed. Part of this focus on needs also connects to how the approach views children with Special Educational Needs and Disabilities or SEND. Within Reggio Emilia, they are not seen as disabled, but as children with ‘special rights’, and as such, great focus is placed on including and integrating them into the community of their class and meeting their diverse needs.
The Image of the Child principle is often seen as being at the centre of the Reggio Emilia approach, emphasising the importance of understanding, respecting and valuing children as individuals with unique qualities, abilities and views. It acknowledges that children learn best when they are engaged in meaningful, hands-on activities that are relevant to their interests and experiences and have the ability to build relationships, develop and express their views, ideas and thoughts and enable them to be open-minded.
The Role of the Teacher:
The Reggio Emilia approach is founded on the belief that teachers and children are partners in the learning process. According to this approach, teachers are not seen as the sole source of knowledge and wisdom but rather as facilitators who work collaboratively with children to co-construct knowledge and understanding. They create a learning environment that is conducive to exploration, experimentation, and discovery, allowing children to learn at their own pace and in their own way.
The role of the teacher in the Reggio Emilia approach is to observe and listen to children, identify their interests, and create opportunities for them to explore these interests further. The ultimate role of a teacher is to facilitate the child’s natural exploration or, as it is often referred to within the approach, research.To achieve this, teachers should ask open-ended questions that encourage children to think deeply and critically and provide opportunities for children to take risks and learn from their mistakes. They also encourage children to work collaboratively with others, fostering a sense of community and belonging.
In this approach, children are viewed as the central focus of the learning process, with their individual needs and interests being respected and valued. Teachers work alongside children, providing guidance and support as needed but ultimately empowering them to take ownership and responsibility for their own learning. This approach leads to deeper engagement and more meaningful learning experiences for children, as they are able to connect their learning to their own lives and experiences.
When it comes to supporting children with ‘special rights’, this is often done by a dedicated member of staff whose sole job is to support, promote and enable the learning and development of that child. There is often only one child per class with ‘special rights’ in an attempt to maximise their inclusion and integration.
The Importance of the Environment
The Reggio Emilia approach is also based on the belief that the learning environment plays a critical role in shaping a child’s educational journey. In this approach, the third guiding principle is that the learning environment is considered as the “third teacher”, along with the teachers themselves and the resources provided. The environment is intentionally designed to support and enhance children’s exploration, creativity, and self-expression because they have been thoughtfully and carefully curated with natural materials, open spaces, and ample opportunities for hands-on learning. Every detail, from the lighting to the texture of the walls, is taken into account to create a space that is aesthetically pleasing, stimulating, and inviting. The use of natural light and neutral colours creates a calm and peaceful atmosphere that fosters tranquillity and promotes learning. Different spaces are created within the classroom to cater to different activities, such as quiet reading corners, collaborative workspaces, and areas for messy play. The learning environment is designed to be flexible and adaptable to accommodate the changing needs and interests of the children. This is done because the Reggio Emilia approach recognises that children learn best in an environment that sparks curiosity and encourages exploration. By providing a rich and stimulating learning environment, Reggio Emilia educators believe that children can develop their full potential and become active and engaged learners for life.
A part of the environment that can be found within all Reggio Emilia settings is that of the Atelier, which can be described as a workshop or a laboratory where the children are able to freely carry out their ‘research’ through exploration and discovery learning. The Atelier also provides a space and opportunity to master a wide range of skills and techniques, including but not limited to drawing, pottery, painting, the use of ICT and movement. To facilitate the most effective use of this area, each setting collaborates with a member of staff who is referred to as an Alelieresta. An Alelieresta is a practising artist whose purpose within the setting is to stimulate and nurture the curiosity and creativity of the children and to act as an enabler in the development of projects.
As well as the Atelier, the setting is based around and arranged off of a central Piazza. The Piazza is a light, open space at the heart of every Reggio Emilia setting that encourages meetings, conversations, and the sharing and challenging of ideas. The Piazza is also a place that facilitates collaborative and independent play and performances.
The Role of Documentation
In the Reggio Emilia educational approach, documentation is viewed as a crucial aspect of the learning process. Teachers meticulously document the children’s learning experiences through various means, such as photographs, videos, and written observations. This documentation serves as a tool to help children reflect on their learning and make connections between their experiences and the world around them. Moreover, this documentation is used to communicate the children’s learning to their parents, teachers, and peers. By sharing their learning journey, children can deepen their understanding and develop a sense of ownership over their learning process.
Documentation, like within other educational systems, is not seen as a final summary of a child’s learning. Instead, it is viewed as an ongoing record of the process and progress of learning and as a tool teachers use to predict and plan for the next steps in the child’s journey for mastery. As part of the ongoing process for prediction and planning, reflection on and sharing of the documentation process is important as it enables teachers to gain wider perspectives and interpretations on a child’s journey, enabling more effective support and facilitation to occur. Furthermore, the sharing and collaboration with other teachers transpire because the Reggio Emilia philosophy is based on the idea of bidirectional and reciprocal relationships, which values and respects others’ views, opinions and interpretations and also emphasises the involvement of the child being an active contributor within this process.
Hundred Languages of Expression
The concept of the “one hundred languages of expression” refers to the idea that children have not just one but many different ways of expressing themselves. The approach recognises that children have a natural inclination to express themselves through various mediums, such as painting, drawing, sculpting, singing, dancing, and storytelling. The hundred languages of expression represent the many different ways that children can communicate and demonstrate their understanding of the world around them.
The Reggio Emilia approach emphasises the importance of providing children with a wide range of opportunities to explore and experiment with different forms of expression. By exposing children to a variety of materials and mediums, educators can help them develop their creativity, imagination, and critical thinking skills.
The hundred languages of expression also serve as a reminder that each child is unique and that their individual ways of expressing themselves should be valued and respected. By embracing this approach, educators can help children develop a strong sense of self-esteem and confidence in their own abilities. This can have a positive impact on their overall learning experience and set them up for success in the future.
Nottingham Education Network 
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