To educate by cultivating the wonder of learning through meaningful partnerships
The Reggio Emilia approach to early learning emerged after the devastation of World War 2. The citizens in this region of Italy were faced with the decision of whether or not to rebuild their city. When the decision was made as a community to rebuild, the citizens of Reggio Emilia decided that they wanted to invest their time and energy in building schools in which the focus was based on children's rights as citizens themselves and the children's rights as participatory agents in their own education. Loris Malaguzzi was the founder of the Reggio Emilia approach.
As Reggio inspired educators our focus extends beyond the provision of a child's basic educational needs. It is a given that we will be tracking the major developmental domains of each child in our care, that we will provide a safe and healthy environment, that we will be fostering nurturing relationships, and that we will apply universally held
early childhood education theories.
Our practices extend beyond the provision of needs and into the incorporation of Children's Rights. Loris Malaguzzi's definition of children's rights guides our teaching practices...
“Children have the right to be recognized as subjects of individual, legal, civil, and social rights; as both source and constructors of their own experience, and thus active participants in the organization of their identities, abilities, and autonomy through relationships and interaction with peers, with adults, and with the real and imaginary events of intercommunicating worlds” (Malaguzzi, 1994).
How do Children's Rights Inform Our Teaching Practices?
Our Curriculum is..
See the link below for an overview comparing 3 early childhood teaching models.
We are a school for young children from 6 weeks to 6 years. Our approach is Reggio Emilia inspired. The following principles guide our approach and curriculum. The child is an active, strong, competent collaborator in the evolution of their learning.The teacher is a guide, rather than an instructor, who observes, questions, researches, documents, reflects, and interprets. The classroom is a teacher unto itself.The relationships that develop between the children, their families, and the teachers create opportunity for growth, reflection,
and support. Long-term projects are at the core of our program, using the children’s interests and the teacher’s observations as the guide.