OUR Identity
"Each child is
unique and the protagonist of his or her own growth. Children desire to
acquire knowledge,
have much capacity for curiosity and amazement, and
yearn to create relationships with others and communicate. "
By Loris Malaguzzi
By Loris Malaguzzi
In Reggio Emilia they believe children have an enormous potential and curiosity. Children strive to understand the world, making their own theories to explain how it functions. Children's knowledge needs to be brought out using their natural curiosity and not filled in. Each person constructs their own intelligence from direct interaction with the environment and in social groups.
The Reggio Emilia approach to education is committed to the creation of a learning environment that will enhance and facilitate children's construction of his or her own powers of thinking through the combination of all the expressive, communicative and cognitive languages.
Children are little researchers; they can and want to communicate with the surrounding world. They are individuals with own thoughts, emotions and expressions. They believe in a “listening pedagogy”.
In Reggio schools, time is not set by the clock, but by the child’s needs and interests. Monday doesn't mean paint day and everybody doesn't go to the bathroom at the same time. There should be sufficient time for a child to express, learn, explore, extend and revisit a given project.
WHAT CHILDREN ASK OF OUR
SCHOOL...To be supported by a "Culture of childhood" that reinforces the principles of human and civil unity, freedom, and respect for different forms of thought and vibrant lifestyle.
To have the benefit of an education that structurally connects cognitive, social, and affective values to those of the fantasy and imagination.
To enjoy a welcoming, loving, and competent environment in which they can live, grow, play, discover, develop, dream, and learn. Which they return to enthusiastically.
To be assured of their rights to be listened to and to send messages that communicate their desires and their independence, their ideas, expectations, openness, and requests for recognition as well as for guidance.
To be engaged in multiple and diverse activities and situations that offer a wide range of possibilities, choices, and the opportunity to create their own experiences.
To recognize their creative and innovative potential. Which gives rise to and nurtures the forms and time-frames of their thoughts and actions, their learning and decision-making processes, and their way of giving meaning to the events of their lives.
To create and establish a cozy, relaxed environment where teachers are approachable and where parents can communicate with ease.
To be respected as a 2nd generation.
The Hundred Languages of Children
The child
is made of one hundred.The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
A hundred always a hundred
ways of listening of marveling of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
– poem by Loris Malaguzzi
Together we can build caring communities, design schools that develop
children's wisdom and emotional strength along with their intellect and
physical strength, and operate institutions with balance, intelligence
and appreciation for people and the environment.