Key Reggio Emilia Principles

Key Reggio(re) Emilia Principles

There are 7 guiding principles of the Reggio Emilia approach(əˈprōCH) that are critical(ˈkritikəl) in distinguishing Reggio Emilia from similar or competing(kəmˈpēt) child-centered approaches to education(ˌejəˈkāSHən). These guiding principles are below:

1) Children are capable(ˈkāpəbəl) to construct their own learning.

In Reggio Emilia, children are the main(mān) initiators(iˈniSHēˌātər) of the learning process(prəˈses). They are inspired(inˈspīrd) by their own interest to know and learn, and as such they are endowed(enˈdou) with a uniquely(yo͞oˈnēk) individualistic(ˌindivijo͞oəˈlistik
) understanding of how to construct learning on their own. In other words, children should be treated as active(ˈaktiv) collaborators(kəˈlabəˌrātər) in their education, as opposed(əˈpōzd) to passive(ˈpasiv) observers(əbˈzərvər).

2) Children are collaborators and learn through interaction within their communities(kəˈmyo͞onitē).

Learning is based on interrelationships – not just within Reggio Emilia but across all spectrums(ˈspektrəm) of learning; however, in Reggio Emilia there is a close interaction between teachers, parents(ˈpar-,ˈpe(ə)rənt), and children.

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3) Children are natural communicators(kəˈmyo͞onikādər) and should be encouraged(inˈkərij) to express(ikˈspres) themselves however they feel they can.

One of the most profound aspects(aspects) of Reggio Emilia is known as The Hundred Languages of Children, written by the founder of the philosophy(fəˈläsəfē) Loris(ˈlôris) Malaguzzi. The concept of The Hundred(ˈhəndrid) Languages is that children are natural communicators, and thus should be encouraged to communicate through whatever means they can.

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4) The classroom environment(,enˈvīrənmənt) acts as the third teacher.

One of the most powerful and important components(kəmˈpōnənt) of incorporating a Reggio-style philosophy into a classroom environment is to ensure that the classroom acts as a “living organism(ˈôrgəˌnizəm), a place of shared relationships among the children, the teachers, the parents, and a feeling of belonging in a world that is alive(əˈlīv), welcoming, and authentic(ôˈTHentik).”

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5) Teachers are partners(ˈpärtnər), nurturers(ˈnərCHər), and guides who help facilitate(fəˈsiliˌtāt) the exploration(ˌekspləˈrāSHən) of children’s interests as they work on short and long-term projects.

In the Reggio Emilia philosophy, teachers are partners in the learning process.

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6) Documentation(ˌdäkyəmenˈtāSHən) is a critical component of communication.

Teachers, in addition(əˈdiSHənl) to playing the role of a guide, are also responsible(riˈspänsəbəl) for documenting(ˈdäkyəmənt) the learning process within the classroom and transcribing(tranˈskrīb) the verbal(ˈvərbəl) language used by children.

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7) Parents are partners in education.

Reggio Emilia sees parental(pəˈren(t)l) participation(pärˌtisəˈpāSHən) in their child’s education as a critical component of the learning philosophy.

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https://www.thecompassschool.com/blog/key-elements-reggio-emilia-approach/