The Reggio Emilia approach was developed in the 1940s in Reggio Emilia, Italy
by Loris Malaguzzi. American teachers take annual trips to Italy to learn from
the Reggio teachers, bringing their methods home and seamlessly meshing
them with our own culture and pedagogy. This progressive philosophy continues
to inspire early childhood programs world-wide.
• The Child is an Active Participant in Learning
The year begins with a rather general topic of exploration through nature and art. As children's questions and interests unfold, they will organically guide their curriculum. For example: if a child asks how a flower grows, rather than directly answering, we might start a project of actually growing our own flowers. Long- and short-term projects will be created with this approach.
• The Significance of Environment
The environment is considered the "third teacher," next to the parent and teacher. Great thought is put into the layout and organization of furniture and materials; artwork remains easily available to return to for future work. The space begins as a "blank canvas," with the group adding to it over time. The environment will be constantly re-evaluated and rearranged based on the changing needs and interests of the children.
• The Teacher, Parent, and Child Collaboration
Pea Pod Village will host events and activities that bring us together while building a community. We will work closely together to meet the needs of your child and the community.
• Visualizing Learning Through Documentation
Recording student work through photography, video, collaging, and portfolios is a wonderful way to show parents the interests that are being explored. It also offers an opportunity for the child and teacher to reflect back on their learning process. Throughout the day, note taking allows Reggio teachers to actively collect ideas for expressed interests and emerging projects.
CNN News Reports on Reggio Emilia in Early Childhood: