Reggio Children | Loris Malaguzzi International Centre | Reggio Emilia Approach

Reggio Emilia Approach


The Reggio Emilia Approach® is an educational philosophy based on the image of a child with strong potentialities for development and a subject with rights, who learns through the hundred languages belonging to all human beings, and grows in relations with others.

This educational project, which has become a reference point throughout the world, develops and renews each day in Reggio Emilia’s municipal infant-toddler centres and preschools.

The Reggio Emilia Approach is founded on:
collegial and relations-based work for all workers
the daily presence of a plurality of educators and teachers with children
the atelier and the person of the atelierista
in-school kitchens
the environment as educator
documentation for making creative knowledge processes visible
the pedagogical and educational practice co-ordinating group
the participation of families
The long history of the Reggio Emilia Approach has its first traces in the mid- nineteenth century, and unfolds down the years in a series of significant moments.
This long timeline, leading to the present day, has brought Reggio Emilia and the Reggio Emilia Approach into contact with more than 145 countries and territories around the world.

Timeline

A central figure in the history is Loris Malaguzzi, who together with the Municipality and several local administrators and citizens, especially women, contributed to the birth and development of Reggio Emilia’s network of municipal Infant-toddler Centres and Preschools.

Loris Malaguzzi

The history of Reggio Emilia’s municipal infant-toddler and preschools is profoundly woven...

A manifesto of the Reggio Emilia Approach is the poem written by Loris Malaguzzi, Instead The Hundred is There, a poem voicing the idea of child at the centre of this educational approach – a child equipped with 100 languages.

100 languages