The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education.

“a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream”

– Loris Malaguzzi, founder of the Reggio-Emilia Approach

We are a private early learning centre that uses the inspiring approach to early childhood education ‘Reggio Emilia’ for children between the ages of 15 months to 5 years. Our philosophy is inspired by the educational practices and beliefs of Loris Malaguzzi and Reggio Emilia, and our curriculum follows the Early Years Learning Framework.

What is Reggio Emilia?

The Reggio Emilia approach was developed by Loris Malaguzzi and parents in the villages around Reggio Emilia in Northern Italy following the devastating effects of World War II.

After the war, parents and educators sought a new approach to teaching their children based on the idea that a child's early years of development have a significant impact on who they become in later life.

Loris Malaguzzi, a young and inspiring teacher worked for more than 40 years with families, teachers, children, and other theorists to provide children with an enriched experience in their early years that has caught the attention of early childhood educators worldwide.

Why Starbright Embraces Reggio Emilia?

The Reggio Emilia approach to early childhood education is based on over forty years of experience in the Reggio Emilia Infant/Toddler and Preschool centres in Italy. We have embraced this concept because Reggio Emilia philosophy engages the minds of young children through providing an attractive, child focused, creative and welcoming environment.

The Reggio Emilia Approach is based upon some of the following set of principles:

  • The child as an active participant in learning
  • Children are strong, interested, capable and curious.
  • Children learn best working with others: with other children, family, educators, and the community.
  • Children have “the hundred languages” through which show us what they know in many ways - they move, draw, paint, build, sculpt, do collages, act, sing, play music and more
  • Children learn from the spaces they are in – they need beautiful, orderly space where everything has a purpose and can help children learn.
  • Children are capable of long-term, sustained learning when the topic is of interest to them.

Making learning visible through Curriculum and Documentation

Learning is viewed as a journey; The Reggio Emilia Approach takes a child-led project approach. The projects aren’t planned in advanced, they emerge based on the child’s interests.

“The Educator observes and documents the daily life of the children to make learning visible”

Documentation of children's work in progress is viewed as an important tool in the learning process for children, educators, and parents. Pictures of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, and the children's interpretation of experience are displayed.

Documentation not only serves the teacher in a way to keep track of all areas of a child’s development, but also allows the child to follow his/her own development. It is an easy and accessible way to show parents and other loved ones the development and progression of the child.

The Educator, Parent and Child as collaborators in the process of learning.

Parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. Educators respect parents as each child's first teacher and involve parents in every aspect of the curriculum.

The role of our Educators in this type of learning environment is to provide a safe and nurturing environment for all children to discover and interpret the world around them.

Our Educators incorporating aspects of the Reggio Emilia into their curriculum will recognise:

  • Image of the child

    Encourage, support, and develop collaborative learning

    Build on the strengths, competencies, and curiosities of the children

  • the environment as the third teacher

    Have less structured rooms, but carefully planned spaces and well-organised materials, so that children are free to spend more time on projects that interest them and are often able to move between activities at their own pace

  • “the hundred languages”

    Offer a wide variety of basic art media, including paints, clay construction, drawing , collage

  • “negotiated curriculum”

    Listen to and implement children’s ideas for projects on which to work

  • “parents as partners”

    Make a great effort to communicate with parents and to help parents feel involved in their child’s project work

  • “documentation”

    Display the children’s creations and photographs, showing the children at work in the classroom and build a portfolio of children’s work

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