The Reggio Emilia approach

A friendly introduction to child-centered early education

In the aftermath of World War II, a group of determined parents in Northern Italy began building something extraordinary from the rubble of their war-torn communities. Using materials salvaged from destroyed buildings, these families constructed a school that would fundamentally challenge how we think about early childhood education. This grassroots movement, developed in collaboration with educator Loris Malaguzzi, became known as the Reggio Emilia approach an educational philosophy that continues to transform classrooms around the world.

The Reggio Emilia approach represents more than just another teaching method; it embodies a profound belief in children’s capabilities and rights as active participants in their own learning journey. This comprehensive guide will explore how this revolutionary educational philosophy can transform your understanding of early childhood education and provide practical insights for implementation in Canadian childcare settings.

Key Takeaways

• The Reggio Emilia approach originated in Northern Italy after World War II, developed by educator Loris Malaguzzi and local parents

• Children are viewed as capable, intelligent co-constructors of knowledge who learn through “100 languages” of expression

• The environment serves as the “third teacher” alongside educators and families in collaborative learning

• Learning emerges from children’s interests through long-term projects that can span weeks to entire school years

• Documentation makes children’s learning visible through photos, artwork, and recorded conversations

• Teachers act as co-researchers and facilitators rather than traditional instructors

What is the Reggio Emilia Approach?

The Reggio Emilia approach stands as a progressive, democratic educational philosophy that revolutionizes how we view early childhood education. This innovative framework emerged from the small city of Reggio Emilia in Northern Italy, beginning in 1945 when local communities came together to create schools that would embody their hopes for a more democratic society.

Loris Malaguzzi, a local teacher who later became a psychologist, served as the intellectual architect of this movement from 1963 until his death in 1994. Working alongside the Loris Malaguzzi International Centre, he developed an educational philosophy based on the fundamental belief that children are competent, curious, and capable of constructing their own learning through meaningful relationships and interactions.

At its core, the Reggio Emilia philosophy rests on social-constructivist foundations, recognizing that children learn best through collaborative experiences with other children, educators, and their broader community. This approach to early childhood education explicitly rejects authoritarian teaching methods, instead positioning children as active participants and co learners in the educational process.

The reggio approach emerged from a specific historical context where communities sought to break free from oppressive educational systems and create something that honored children’s rights and potential. This origin story continues to influence reggio emilia schools today, where democratic participation and community engagement remain central to the learning process.

Core principles of the Reggio Emilia philosophy

The image of the child

The Reggio Emilia’s approach begins with a revolutionary image of the child viewing each young learner as strong, capable, and resilient, possessing inherent rights and unlimited potential. Unlike traditional educational philosophies that position children as empty vessels waiting to be filled with knowledge, the reggio emilia philosophy sees children as active participants who construct their own understanding of the world.

This perspective recognizes that children are natural researchers, driven by curiosity to explore, question, and make meaning from their experiences. In reggio emilia classrooms, children’s ideas are treated with profound respect, and their theories about how the world works are valued as legitimate starting points for learning. Teachers understand that children’s responses to their environment provide rich insights into their thinking processes and learning needs.

The image of the child as a competent human being fundamentally transforms the relationship between educators and learners. Rather than viewing themselves as authority figures who dispense knowledge, teachers become co learners who join children in their investigations and discoveries. This shift creates classroom environments where children feel empowered to share their thoughts, ask questions, and pursue their interests with confidence.

The hundred languages of children

One of the most celebrated concepts within the Reggio Emilia approach is the idea that children possess “a hundred languages” countless ways of expressing their thoughts, feelings, and understanding of the world. This metaphor recognizes that children communicate and learn through many mediums beyond traditional spoken and written language.

These languages include drawing, painting, sculpture, music, movement, dramatic play, storytelling, building, and countless other forms of expression. In reggio inspired classrooms, no single language is considered superior to others. Instead, educators create opportunities for children to explore and combine different modes of expression as they investigate topics that capture their interest.

This concept connects powerfully with Howard Gardner’s theory of multiple intelligences, acknowledging that children have diverse strengths and preferred ways of processing information. When children are encouraged to use their hundred languages, they can represent their thinking in meaningful ways that make sense to them, while also developing new forms of expression.

The hundred languages approach transforms how we think about assessment and documentation in early childhood programs. Rather than relying solely on traditional measures, educators observe and document children’s learning across all their languages, creating rich portfolios that capture the full spectrum of each child’s development and understanding.

The environment as third teacher

In reggio emilia’s approach, the physical environment holds such importance that it’s considered the “third teacher” alongside educators and families. This concept recognizes that carefully designed spaces can provoke curiosity, support investigation, and inspire children’s learning in profound ways.

Reggio inspired classroom environments are characterized by abundant natural light, plants, mirrors, and natural materials such as wood, stone, and glass. These elements create spaces that feel more like inviting homes than institutional classrooms, supporting children’s sense of belonging and well-being.

Flexibility stands as a crucial characteristic of these learning environments. Classroom spaces can be reconfigured to support different projects, accommodate various group sizes, and respond to children’s evolving interests. This adaptability allows the physical environment to grow and change alongside the children’s learning journey.

Beauty and aesthetics play essential roles in the classroom environment, as educators believe that beautiful spaces inspire children and communicate respect for their learning. Children’s artwork and documentation panels transform these spaces into living galleries that both celebrate learning and provoke new investigations.

The physical environment extends beyond indoor spaces to include outdoor areas, community locations, and anywhere children might explore and learn. This expanded view recognizes that meaningful learning happens in many contexts, encouraging children to see their entire world as a classroom.

The emergent curriculum

The emergent curriculum represents one of the most distinctive features of the Reggio Emilia approach, standing in sharp contrast to predetermined lesson plans and fixed academic schedules. This dynamic approach to curriculum development emerges directly from children’s interests, questions, and natural curiosity about their world.

Rather than following preset learning objectives, educators in reggio emilia schools carefully observe children’s play, conversations, and investigations to identify potential learning topics. When a child wonders about shadows, asks questions about birds, or becomes fascinated with friendship dynamics, skilled teachers recognize these moments as invitations to deeper exploration.

This process of curriculum development, known as “progettazione,” involves teachers collaborating to plan potential directions for learning while remaining flexible enough to follow children’s lead. The curriculum emerges through ongoing dialogue between children’s interests and teachers’ understanding of learning opportunities.

Projects that emerge from this process can last anywhere from several weeks to an entire school year, depending on children’s sustained interest and the depth of investigation possible. This extended timeline allows for meaningful exploration that goes far beyond surface-level learning, encouraging children to develop expertise and deep understanding.

The emergent curriculum approach requires teachers to be skilled observers and thoughtful facilitators who can recognize learning potential in children’s everyday experiences. This pedagogical and educational practice demands ongoing professional development and collaborative reflection among teaching teams.

Project-based learning

Project-based learning forms the heart of the Reggio Emilia approach, providing structure for the deep, collaborative investigations that emerge from children’s questions and interests. These projects represent far more than craft activities or themed units; they are sophisticated explorations that integrate multiple subject areas and can evolve over months.

Projects typically begin when children’s natural curiosity about a particular topic becomes apparent through their play, questions, or observations. For example, children might become fascinated with puddles after a rainstorm, leading to an extended investigation of water, weather, and drainage systems in their community.

The collaborative nature of project work is fundamental to the reggio approach. Small groups of children work together to explore questions, test theories, and create representations of their learning. This collaboration teaches children to listen to other perspectives, negotiate ideas, and build on each other’s thinking.

Teachers serve as facilitators and co-researchers during projects, asking open-ended questions that provoke deeper thinking and providing resources that support children’s investigations. Rather than directing the learning, educators follow children’s lead while offering guidance and expertise when needed.

Projects naturally integrate learning activities across traditional subject boundaries. A study of birds might involve scientific observation, mathematical counting and measuring, artistic representation, literacy through research and storytelling, and social development through collaborative work.

The culmination of projects often involves sharing learning with families and the broader community through exhibitions, presentations, or celebrations. These events honor children’s work while providing opportunities for reflection and connection with the wider world.

The role of teachers

In the Reggio Emilia approach, teachers assume roles that differ dramatically from traditional educational settings. Rather than serving as instructors who deliver predetermined content, educators become co-researchers and facilitators who join children in their learning journey.

This transformation requires teachers to develop sophisticated observation skills, learning to listen carefully to children’s words, notice their actions, and interpret their questions as invitations to learning. Teachers in reggio emilia preschools spend significant time documenting children’s experiences through photographs, recordings, and detailed notes.

Collaborative planning and reflection are essential aspects of the teacher’s role. Educators work in teams to discuss their observations, interpret children’s learning, and plan ways to support ongoing investigations. This collegial approach ensures that multiple perspectives inform decision-making and that teachers continue learning from each other.

The role of co learner means that teachers don’t need to have all the answers. Instead, they model curiosity and investigation, showing children how to ask questions, seek resources, and explore possibilities. This authentic partnership creates classroom environments where everyone children and adults are engaged in meaningful learning.

Professional development and ongoing study of child development theory are crucial for teachers implementing the reggio emilia philosophy. This educational philosophy based on deep respect for children requires educators to continuously reflect on their practice and deepen their understanding of how children learn.

Documentation and assessment

Documentation stands as one of the most innovative and powerful aspects of the Reggio Emilia approach, serving multiple purposes that extend far beyond traditional assessment methods. This practice involves making children’s learning visible through photographs, videos, artwork, and transcribed conversations that capture the richness of their educational experiences.

Pedagogical documentation serves as a tool for assessment, reflection, curriculum planning, and communication with families and the broader community. Unlike standardized tests that provide snapshots of achievement, documentation creates ongoing narratives that show children’s learning processes, thinking development, and growth over time.

Teachers use various methods to document children’s learning, including digital photographs that capture moments of discovery, video recordings of children’s conversations and collaborations, and careful preservation of children’s artwork and constructions. These materials are organized into learning stories that narrate each child’s learning experience and development.

Documentation panels displayed throughout reggio inspired classroom environments serve multiple functions. They communicate children’s learning to families and visitors, inspire new investigations, and help children reflect on their own thinking and growth. These displays transform classroom environments into galleries that celebrate learning.

The documentation process also informs future curriculum planning and teacher decision-making. By carefully reviewing children’s documented experiences, educators can identify emerging interests, assess understanding, and plan next steps that build on children’s current thinking and curiosity.

This approach to assessment honors children’s diverse ways of expressing knowledge and understanding, recognizing that meaningful learning cannot be captured through traditional testing methods alone. Documentation provides rich evidence of children’s capabilities, growth, and unique learning journeys.

Family and community engagement

The Reggio Emilia approach recognizes families as essential partners and co-educators in their children’s learning process. This partnership extends far beyond traditional parent involvement, positioning families as active participants in curriculum development, decision-making, and community building.

Regular communication through documentation panels, learning stories, and project updates keeps families informed about their child’s learning journey while inviting them to contribute their own observations and insights. Parents often participate directly in classroom projects, sharing their expertise, cultural backgrounds, and interests with children.

Family involvement in classroom projects enriches children’s learning while strengthening connections between home and school experiences. When parents participate as co-researchers alongside their children, they gain deeper understanding of the reggio emilia philosophy and their child’s learning processes.

Community connections form another vital aspect of this approach, bringing real-world learning opportunities into early childhood programs. Local businesses, cultural institutions, and community members serve as resources and partners in children’s investigations.

Field trips and community explorations are integrated naturally into project work, allowing children to extend their investigations beyond classroom walls. These experiences help children understand their place in the broader community while providing authentic contexts for learning.

The democratic participation of families in school governance and philosophical discussions ensures that the educational program reflects community values and needs. This collaborative approach creates strong, supportive communities that benefit children, families, and educators alike.

Benefits of the Reggio Emilia approach

Research shows that children in reggio emilia programs develop enhanced critical thinking, problem-solving, creativity, and communication skills compared to peers in more traditional educational settings. These cognitive benefits emerge naturally from the approach’s emphasis on investigation, collaboration, and multiple forms of expression.

Social-emotional development flourishes in reggio inspired classroom environments where children learn to collaborate effectively, express empathy, build confidence, and develop strong self-expression skills. The emphasis on respectful relationships and democratic participation helps children develop social competencies that serve them throughout their lives.

Children in reggio emilia schools develop strong ownership of their own learning, demonstrating intrinsic motivation and sustained curiosity that extends beyond formal educational settings. This sense of agency and engagement creates lifelong learners who approach challenges with confidence and creativity.

Improved parent-child-school relationships result from the collaborative approach to education that characterizes reggio emilia programs. Families report feeling more connected to their children’s learning and more confident in supporting educational development at home.

The approach’s emphasis on creative thinking and multiple forms of expression prepares children for success in an increasingly complex world that values innovation, collaboration, and adaptability. These skills become increasingly important as children progress through their educational journey and into their careers.

Long-term studies of children who attended reggio emilia programs show positive outcomes in academic achievement, social adjustment, and creative problem-solving abilities. These benefits persist as children transition to traditional elementary schools and beyond.

Implementing Reggio Emilia principles

In schools and childcare centers

Successful implementation of the reggio emilia approach requires comprehensive staff training and ongoing professional development that helps educators shift from traditional instructor roles to co-researchers and facilitators. This transformation takes time and requires sustained commitment from administrators and teaching teams.

Physical environment modifications are essential for creating spaces that function as the third teacher. Centers need to invest in natural materials, flexible furniture, adequate lighting, and display systems that showcase children’s work and documentation.

Documentation systems and tools must be established to support teachers in capturing and sharing children’s learning experiences. This includes cameras, recording devices, display materials, and organizational systems for managing the wealth of information generated through documentation practices.

Family orientation and engagement strategies help parents understand the reggio emilia philosophy and their role as partners in their children’s education. Regular communication, participation opportunities, and educational sessions support successful family engagement.

Gradual implementation and culture change typically occur over several years as educators, families, and children adapt to new ways of teaching and learning. Patience and persistence are essential as communities work together to transform their educational practices.

At home

Families can support reggio emilia principles by creating spaces with natural, open-ended materials like blocks, clay, fabric scraps, and natural objects that invite exploration and creativity. These materials encourage children to express their ideas through multiple languages and engage in meaningful play.

Following children’s interests and questions with extended exploration helps families embrace the emergent curriculum approach at home. When children show curiosity about particular topics, parents can provide resources, plan related experiences, and engage in investigations together.

Simple documentation practices like photo journals or learning books help families capture and reflect on their children’s growth and learning. These records become treasured keepsakes while supporting children’s sense of accomplishment and progress.

Learning to ask open-ended questions that provoke thinking rather than seeking right answers helps families support their children’s inquiry and investigation skills. Questions like “What do you notice?” or “How do you think that works?” encourage deeper exploration.

Community connections through visits to local businesses, museums, parks, and cultural institutions extend learning beyond the home while helping children understand their place in the broader world.

Challenges and considerations

The need for significant teacher training and mindset shifts from traditional approaches represents one of the primary challenges in implementing the reggio emilia approach. Educators must develop new skills in observation, documentation, and collaborative facilitation while shifting their understanding of their role in children’s learning.

Time requirements for documentation and collaborative planning can be substantial, requiring centers to adjust staffing patterns and schedules to support the reflective practices essential to the reggio approach. This investment in time and personnel can present budget challenges for some programs.

Potential challenges with standardized testing and academic pressure from other educational systems may create tension for programs implementing reggio emilia principles. Families and educators must understand how the approach supports children’s academic development through authentic, meaningful learning experiences.

Administrative support and whole-school commitment are crucial for successful implementation. The reggio emilia philosophy cannot be implemented effectively as an add-on program; it requires fundamental changes in how educational programs operate and make decisions.

Cost considerations for materials, training, and environmental modifications require careful planning and resource allocation. While these investments support improved educational outcomes, they represent significant upfront costs that must be planned and budgeted carefully.

Patient implementation and cultural change over time are essential for success. Communities must understand that transforming educational practices requires sustained effort and commitment rather than quick fixes or immediate results.

Reggio Emilia vs. Other educational approaches

Understanding how the reggio emilia approach compares to other educational philosophies helps families and educators make informed decisions about early childhood programs. Each approach offers unique benefits and considerations for children’s development and learning.

Feature	Reggio Emilia	Montessori Method	Traditional	Waldorf
Curriculum Structure	Emergent, project-based	Structured, set materials	Fixed, academic-focused	Teacher-led, arts-rich
Teacher Role	Facilitator, co-researcher	Guide, observer	Instructor, authority	Storyteller, model
Environment	Third “teacher,” flexible	Highly ordered, prepared	Standard classroom	Home-like, natural
Collaboration	High - children & adults	Individual or small group	Varies - often individual	Whole class community
Assessment	Documentation, portfolios	Mastery of materials	Tests, grades	Narrative reports
Materials	Natural, open-ended	Specialized, didactic	Textbooks, worksheets	Natural, artistic
Parent involvement	Deep, collaborative	Some involvement	Variable	Community festivals

The Montessori method shares some similarities with reggio emilia principles, particularly in its respect for children’s capabilities and use of natural materials. However, Montessori programs typically follow more structured approaches with specific materials and individual learning paths, while reggio emilia emphasizes collaborative investigation and emergent curriculum.

Traditional academic approaches focus primarily on preparing children for formal schooling through direct instruction and predetermined curricula. While these programs may achieve certain academic benchmarks, they typically provide fewer opportunities for creative expression, collaborative learning, and child-initiated investigation.

Waldorf education shares reggio emilia’s appreciation for arts integration and natural materials but follows a more teacher-directed approach with specific developmental progressions and delayed academic instruction. Both approaches value imagination and creativity but implement these values through different methods.

Want to know if we use this method? Visit one of our locations

At Active Start Childcare, we’re committed to innovative early childhood education that supports children’s holistic development. If you want to learn more about how we teach and support children’s growth, please contact us or visit one of our locations in Calgary or Edmonton, such as Seton, Sage Hill, Country Hills, or Harvest Hills in Edmonton.

Please note: Active Start incorporates Reggio Emilia–inspired elements, particularly through creative expression and project-based learning, but does not claim to follow the full Reggio Emilia curriculum.

FAQ

What age groups does the Reggio Emilia approach serve? 

The reggio emilia approach primarily serves children from birth to age six, covering infant toddler centres through kindergarten programs. Some schools extend these principles into elementary grades, adapting the approach for older children’s developmental needs.

How long does it take to see results with this approach? 

Development through the reggio emilia approach is gradual, with benefits accruing over months and years rather than showing immediate academic gains. Children develop confidence, creativity, and collaboration skills progressively as they engage in meaningful learning experiences.

Do children learn academic skills like reading and math? 

Academic skills are integrated naturally through projects and everyday life rather than taught in isolation. Children develop literacy, numeracy, and scientific thinking through hands on learning experiences that make these skills meaningful and relevant to their investigations.

How do teachers assess learning without traditional tests? 

Learning is assessed through ongoing documentation and observation rather than standardized testing. Teachers capture children’s growth through photographs, learning stories, and portfolios that show development across all areas of learning over time.

Can this approach prepare children for traditional elementary schools? 

Children from reggio emilia settings typically develop strong adaptability, collaboration, and self-regulation skills that support their transition to more structured environments. Their experience as active learners and problem solvers serves them well in various educational contexts.

What training do teachers need to implement this approach? 

Teachers require extensive professional development in reggio emilia philosophy, child development theory, and documentation practices. This training typically involves ongoing study, collaborative reflection, and mentorship rather than one-time certification programs.

How much does it cost to implement Reggio Emilia principles? 

Costs vary significantly depending on the scope of implementation and existing resources. Major expenses include teacher training, environmental modifications, materials, and potential staffing adjustments to support documentation and collaboration time.

Are there certified Reggio Emilia schools? 

There is no formal global certification system for reggio emilia programs. Schools describe themselves as “reggio inspired” since only schools in Reggio Emilia, Italy, are considered part of the original network. Quality depends on how thoroughly programs implement the core principles and philosophy.

The reggio emilia approach offers a transformative vision for early childhood education that honors children’s capabilities while creating communities of learners committed to democratic values and collaborative investigation. As Canadian early childhood programs continue to evolve, the principles and practices of this lovable school approach provide valuable guidance for creating educational experiences that truly serve children’s needs and potential.