Reggio Emilia is a tiny city located in the Northern part of Italy; this is the home of 'Reggio Approach', the idea originated from here. Reggio Approach is not a formal model of education; there are no clear defining rules or guidelines. A group of woman emerging from this city were determined to build a pre-school to provide a new form of Education for their children. A form of education that would bring up a generation of children that is competent to the modern world. A state care programme for Children between ages 3-6 was formed. This formed the basis of Reggio Approach, children started to attend these learning centres; by 1980's the numbers of preschool and infant toddlers at the centres had increased. A Reggio philosophy had developed, being shaped by social and cultural influence of an area. People of Reggio value discussion, negotiation, debate and encounters. This formed the philosophical implications of Reggio approach for early childhood education and care; they wanted to teach children to be inventive, resourceful, imaginative, and curious. They also wanted their children to obtain the desire to communicate freely, most of all to connect to adults and other children alike. Malagizzi founder of Reggio Approach to preschool wrote:
"equality rich in potential, powerful, competent and most of all connected to adults and other children"
There are some distinct features of
Reggio Emilia preschools that are not to be found in other contexts of
learning; Piazza, a central meeting
place where children from whole school meet to talk and play. It is built in
the form of a tetrahedron with a mirrored interior for children to see many
images of themselves in numerous versions and angles. This is in keeping with
their philosophy 'seeing oneself'. Atelier ; Art studio, where children
work with experienced qualified artist whom are staff of the school. The school
have large glass windows from floor to ceiling and white walls which lights up
the whole school, colourful children's work hanging from walls and ceilings.
Display of children's previous and on-going work is used to re-construct their
feelings at all times. Pictures of children engaged in work hang all over the
walls as an assessment of what they have previously learnt or experienced
(Abbott & Nutbrowm, 2001). Reference:
Experiencing Reggio Emilia; Lesley Abbott; Nutbrown 2001
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