The famed Reggio Emilia philosophy is explained by Pat Telfer Brunton and Linda Thornton
Reggio Emilia pre-schools have long won the admiration of early years experts worldwide. Now early years practitioners across the UK will be able to gain an insight into the Italian region's approach through the exhibition 'The Hundred Languages of Children'. It illustrates beautifully the philosophy of Reggio Emilia schools and enables practitioners to consider how it may be translated into a local context.
How it began
The Reggio Emilia pre-school and infant toddler system had its beginnings on Liberation Day in 1945. The local community, determined to give their young children a better future, began building a pre-school from the rubble of war-torn buildings. Funding for the project came from the sale of an abandoned tank, a few trucks and some horses, and all the work was undertaken by the local people.
This community impetus, coupled with the involvement of Loris Malaguzzi, whose philosophy was to involve children and parents as equal partners in education, created the basis of the Reggio approach. There are now 21 pre-school and 13 infant toddler centres in the municipality of Reggio Emilia, reflecting the involvement of the whole community in early years education in the region.
It is important to remember that their approach is a reflection of the culture, history and politics of this area of northern Italy. As such it cannot be transplanted wholesale into any other area or culture. The challenge is to understand the philosophy and see how it could be put into practice locally.
The Reggio philosophy
'Reggio successfully challenges so many false dichotomies: art versus science, individual versus community, child versus adult, enjoyment versus study, nuclear family versus extended family. It does this by achieving a unique harmony that spans these contrasts,' writes author Howard Gardner.
The Reggio approach is based on the premise that children have a curiosity that makes them search for the reasons for everything. At the centre of the Reggio pedagogy is the child who is competent in building relationships; who holds his own values; who wants to be valued for himself; who respects others; who embodies a curiosity and open-mindedness to all that is possible.
Research into children's thinking and learning plays a critical role in determining how the philosophy and practice of Reggio develops. The teachers within the system believe that children possess their own theories and that it is the task of the teacher to create a context in which children's curiosity, theories and research are listened to and encouraged.
Carla Rinaldi, pedagogical consultant for Reggio Children, explains, 'If we believe that children possess their own theories, interpretations and questions and that they are protagonists in the knowledge building processes, then the most important verb in educational practice is no longer to talk, to explain, or to transmit, but to listen. Listening means being open to others and what they have to say, listening to the hundred and more languages, with all our senses. Listening means being open to differences and recognising the value of different points of view and the interpretations of others.'
People and places
In describing the Reggio pre-school system Loris Malaguzzi said, 'Our objective which we always pursue is to create an available environment in which children, families and teachers feel at ease.'
To the visitor, this objective is reflected in the school environment. The buildings give an impression of space and light. Within a typical school, the entrance hall leads to the dining hall, while a working kitchen, which is visible at all times, enhances the family atmosphere. The piazza, the central space, is a place for interaction and play and complements the classrooms connected to it. The classrooms are organised into 'spaces' which allow children to interact with others or to be alone. Each school also has an 'atelier' - the creative and discovery area - where children work on extended projects, developing their scientific and creative skills and theories.
Teachers work in pairs in each classroom and plan with colleagues and parents.
Staff meet once a week for sharing ideas and in-service training. Groups of schools have a 'pedagogista', who works with staff to develop the educational projects initiated by the children. An 'atelierista', a creative artist trained in children's thinking and learning, works alongside teachers in the schools to bring specific skills to the children's development.
Developing children's theories
Projects carried out within the pre-schools grow out of children's first-hand experiences. Children's theories are developed through focused discussion among children and adults, and their ideas are initially expressed in drawings, which they then explain to the group. When a child represents his mental images to others he is also representing them to himself, developing awareness, modifying his theories and enriching his understanding.
With sensitive guidance from the teacher (or pedagogista), children with similar theories are encouraged to 'relaunch' their ideas co-operatively and to develop them through discussion, drawing, three-dimensional representation and re-enactment.
The entire learning process is documented as it goes along. Teachers can therefore identify the learning strategies used by each child and use this knowledge to build a greater understanding of the interrelationship of the processes of teaching and learning.
'It is tempting to romanticise Reggio Emilia,' says Howard Gardner. 'That would be a mistake... Political struggles at the municipal, provincial and national levels never cease, and even the wonderful start achieved by the youngsters is threatened and perhaps undermined by a secondary and tertiary educational system that is far less innovative. Reggio is distinguished by the fact that it recognises such dilemmas unblinkingly and attempts to deal with them seriously and imaginatively. Reggio epitomises for me an education that is effective and humane; its students undergo a sustained apprenticeship in humanity, one that may last a lifetime.'
Pat Telfer Brunton, chair, and Linda Thornton, LEA partnership officer of the Cornwall Early Years Development and Childcare Partnership, were part of the 1999 UK study tour to Reggio Emilia. The Hundred Languages of Children is by Howard Gardner (Ablex Publishing, 16). Reflections on Early Education and Care - Inspired by visits to Reggio Emilia, Italy is available from Early Education (5.45 inc p&p) tel: 020 7539 5400; fax: 020 7539 5409, or e-mail: office@early-education.org.uk
