What Does Reggio Emelia Inspired Mean?

In short, Reggio Emilia is an approach to early childhood learning named after the town where it originated in Italy. In 1940 Founder Loris Malaguzzi believed children were in need of a more meaningful  and well rounded education after WWII. 

He began the Reggio Emilia style based on the belief that every child is unique and will express themselves in an unrepeatable way. This belief had practical impact, creating a co-learning environment where instead of adult/teacher driven  "top-down" education, Reggio encourages child-centered, self-directed, experiential, and relationship-oriented learning.

 Reggio inspired classrooms tend to look a bit different than your average preschool classrooms that have lots of bright colored toys and endless options. Instead our spaces have a "cozy" feel with more natural elements, less "stuff" and lots of open ended materials that can spark curiosity and the desire to play. Play = Learning!

There are 100 languages for children to explore, The belief children are born capable of expressing themselves and producing knowledge through a variety of languages, including speech, sound, movement, art, music, construction, numbers, light and shadow, and many other modes of discovery..

Collaboration, we see community as an important aspect of education. We want to be partners with parents, you are your child's first teacher and having you as a part of our classroom and school community will help every child that is a part of the school. Parents are always welcome in the classroom and encourage to share your knowledge and love when it can fit into what the children are learning. 

 In a Reggio-inspired classroom, teachers encourage children to work together using dialogue, comparisons, negotiations and respect. Basing the course of study (sometimes known as themes) on the children's interests creates a collaborative environment that can help encourage stronger growth. When a question is raised, teachers consider all kinds of theories  and explanations of the children factual to imaginative. They will ask children open-ended inquiries or suggestions such as "Tell me more" rather than "What did you make?" When a kid encounters a difficulty or desires to accomplish something, we invite other children to assist, so establishing a pattern of peer-to-peer growth. We believe that great knowledge and ideas are gained through the diversity of perspectives, collaborative learning, and persistent questioning.