The Reggio Emilia Philosophy: A Journey of Discovery

In the Reggio Emilia philosophy, learning is a journey of discovery, reflection, and connection. Taking a moment to pause allows us to truly listen—to ourselves, to our students, and to the small yet meaningful details that shape our experiences. This approach fosters a sense of curiosity, creativity, and respect for the learning process.

As educators, embracing this approach means valuing each child’s perspective, encouraging exploration, and creating an environment where both teachers and students grow together. Consider how these moments of reflection can become a vital part of your teaching practice, enriching the learning experience through deeper engagement and authentic connections.
(Emerson & Linder, 2021).

Definition of the Reggio Emilia Approach

The Reggio Emilia Approach is a child-centered, inquiry-based educational philosophy that emphasizes the role of the environment, relationships, and creativity in learning. Originating in Reggio Emilia, Italy, this approach views children as capable, curious, and active participants in their own learning. It encourages exploration through project-based work, artistic expression, and collaboration, with teachers acting as co-learners and guides. The approach values documentation, reflective practice, and a carefully designed environment as essential components of the learning process, fostering a deep sense of engagement and community among children, educators, and families.

The Six Main Principles of the Reggio Emilia Approach

The Atelier: The Atelier is a creative workshop space where children can explore and express their ideas through various artistic mediums. It fosters creativity, innovation, and problem-solving by encouraging children to experiment with materials and techniques.

Documentation: Documentation involves observing, recording, and reflecting on children’s learning processes. It makes learning visible, helping educators, children, and families understand and celebrate the child’s progress and development. As well as tool for planning future sessions.

Long-Term Projects: Long-term projects are in-depth investigations that emerge from children’s interests and curiosity. They promote critical thinking, collaboration, and sustained engagement by allowing children to explore topics over time.

Image of the Child: the REA views children as capable, competent, and active participants in their learning. This principle emphasizes respecting children’s abilities and encouraging them to take ownership of their educational journey.

Hundred Languages of Children: The HLC recognizes that children communicate and learn in many ways, including drawing, painting, storytelling, movement, and music. This principle celebrates diversity in expression and encourages teachers to provide opportunities for children to explore various modes of communication.

Environment as the Third Teacher: The physical environment is considered a critical component of the learning process. Thoughtfully designed spaces inspire exploration, creativity, and collaboration by reflecting the values of the community and supporting the child’s natural curiosity. Next you will find an example of bringing the atelier into any educational space.