Be Inspired

The pre-schools of Reggio Emilia, in northern Italy, came to international attention in 1991 when Newsweek magazine named one of its schools, the Diana School, one of the ten best schools in the world. Since then, interest in the Reggio approach has grown enormously. The two visits of the exhibition 'The 100 Languages of Children' to the UK in 1997 and 2000 drew audiences of more than 50,000 people. Over 300 professionals from the UK have joined study tours to Reggio Emilia to see the philosophy in practice in the region's pre-schools and infant-toddler centres.

The Reggio approach is not a 'method' or a solution which can be transplanted wholesale from one culture to another. However, through learning more about its innovative ideas, many early years educators in this country have been inspired to re-evaluate their ways of working with young children and parents. Those who have been inspired by the Reggio approach have adopted aspects of the philosophy and adapted them to be culturally appropriate to the UK.

Brick by brick

The pre-schools of Reggio Emilia have been in existence for almost 60 years. Over this period they have evolved to reflect the culture, history, politics and challenges of their times.

The first pre-school was founded on Liberation Day in 1945 on the outskirts of Reggio Emilia. The people of the local community, determined to give their children a better future, began to build a pre-school from the rubble of the war-torn buildings, brick by brick, an act which created a symbol of regeneration and hope.

The tradition of parental and community involvement is a significant feature of the Reggio philosophy. Democratic rights, duties and responsibilities are valued highly and underpin all of the work that goes on within the Reggio schools.

Instrumental in developing this philosophy was Loris Malaguzzi who, from 1945 onwards, worked with parents and with fellow educators to develop an educational philosophy built on the concept of the confident, competent child.

The main features of the Reggio approach are:

* The image of the child

* Relationships and time

* Teaching, learning and documentation

* The learning environment

* Reflective practice - children and adults as researchers.

The image of the child

Fundamental to the Reggio approach is an image of the child as rich in potential, strong, powerful and competent. Children are encouraged to develop their own theories about the world and how it works and to explore them in collaboration with other children and adults.

The many different languages children use to express themselves are valued equally. Self-confidence and self-image are fostered through discussion and debate and creativity 'emerges from multiple experiences, coupled with the well-supported development of personal resources, including a sense of freedom to venture beyond the known' (Loris Malaguzzi, 1998).

Relationships and time

The Reggio philosophy is based on the value placed upon reciprocal relationships, valuing others' opinions, viewpoints and interpretations.Great emphasis is placed upon adults and children learning together.

These relationships include children with children, educators with children, educators with parents, educators with educators. The rights of children, teachers and parents were formally set out in a 'Charter of Rights' in January 1993.

The use of time is recognised as a key factor in supporting children's learning. Throughout the organisation of the school day and working week, priority is given to setting aside the necessary time.

Children are given time for ideas and theories, time for discussion and debate, time for reflection, time for 'doing', time for re-visiting and re-interpreting, time for eating, time for sleeping, time to 'be'. And adults have time to document, time to interpret, time to share with colleagues, time to share with parents.

The city of Reggio Emilia takes great pride in the work of the pre-schools.

The relationship between the schools and the city of Reggio Emilia plays an important part in children's learning about participation, citizenship and democracy.

'Education should occupy public spaces and not be solely within the walls of the institution. Reggio schools are set within the City, and are visible to the City. The City of the children, the City for the children' (Elena Giacciopini, pedagogista in Reggio UK study tour, 2000).

Learning and documentation

In Reggio there is no predetermined curriculum. Children's learning opportunities are developed through their involvement in long- and short-term projects, which develop out of first-hand experiences and theories about the world.

The learning processes within a project are documented as they develop, through notes, recordings, drawings, photographs and video. At each stage educators use their professional interpretation of the evidence they have gathered to plan and support the possible next stages of a project.

The concept of children and adults as researchers is fundamental to the Reggio approach. The staff of the pre-schools work in pairs guided by a pedagogista, whose role it is to advise on appropriate learning opportunities for individual children's developmental stages, and to facilitate group learning. They also manage professional development, ensure coherence and guarantee quality across the system.

Each of the pre-schools works with an atelierista, a practising artist, whose role it is to stimulate and nurture the curiosity and creativity of the children and to act as an enabler in the development of projects. The personality and style of each atelierista makes each atelier a different place. They have official permission to 'create ripples' and to move creative thinking forward.

The learning environment

Not all of the pre-schools in Reggio are purpose-built. Many exist in carefully refurbished buildings. But they are all designed to give the impression of space and light. The classrooms are arranged off a central piazza, a space for meetings and encounters. Each school has an atelier, the creative and discovery area where children work on extended projects, developing their investigative and creative skills and theories. The dining room is at the heart of the school and the kitchen area is visible at all times, reflecting the importance placed upon preparing and sharing food.

The children work with a range of natural and recycled materials which stimulate exploration, investigation and creativity. It is intended that the resources pose questions leading to investigation, rather than suggest restricted activities.

Such importance is placed upon the quality of the physical environment and the resources provided that reference is made to 'the environment as the third teacher'. The interaction between the environment, the children and the resources they use, is regarded as an important 'relationship' within the Reggio philosophy.

This brief description gives but a snapshot of the philosophy and pedagogy of the Reggio approach.But there is a wealth of materials that early years educators can turn to (see box, left).

Understanding more about Reggio challenges us all to re-examine our values and practice. Here we will look at how early years settings in the UK are already adopting aspects of the Reggio approach. We give pointers to settings interested in following their example and we set out the help that is becoming available to early years practitioners wishing to learn from the Reggio approach.

Reflective practice

The education provided by the pre-schools is regarded as an ongoing educational project. Those involved in the pre-schools are constantly reviewing the way in which they work to have a greater understanding of the learning process for both children and adults. This process mirrors the approach used within the schools to develop children as researchers.

'If we embrace reflective practice, we must welcome the unknown and uncertainty as part of our lives; doubt, error, marvel, curiosity and awe are daily values' (Carlina Rinaldi, Sightlines Symposium, Kendal, June 2002).

By Linda Thornton and Pat Brunton of alc associates, education consultants, trainers, authors and conference advisers.