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The Reggio Emilia Approach

The Reggio Emilia approach is an educational philosophy and method that
originated in the town of Reggio Emilia in Italy. It was developed after
World War II by educator Loris Malaguzzi and the parents of Reggio Emilia.


The approach views children as strong, capable, and full of potential. They are seen as active constructors of their own knowledge and are encouraged to explore, question, and investigate the world around them.


In Reggio Emilia schools the curriculum is not pre-planned but emergent,
meaning it is based on the interests, ideas, and questions of the children
and all projects are driven by the children's interests and involve hands-on
exploration, research, and collaboration.


Teachers in the Reggio Emilia approach are seen as co-learners and
facilitators. They observe and listen to children, document their learning,
and provide support and guidance when needed.


One crucial aspect of the approach is the documentation. Teachers may
take photographs, videos, or make written observations to capture
children's thinking, actions, and progress. This documentation serves as a
tool for reflection, assessment, and communication with parents.


Teachers, parents, and the wider community are all seen as partners in
children's education. Parents are encouraged to actively participate in their
child's learning and contribute their expertise and ideas.

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