What is the Reggio Emilia Approach?

The Reggio Emilia Approach is an innovative and inspiring approach to early childhood education which values the child as strong, capable and resilient; rich with wonder and knowledge. Every child is steeped in deep curiosity and potential and this drives their interest to understand their world and their place within it.

The Reggio Emilia Approach originated after World War 2 in the town (and surrounding areas) of Reggio Emilia in Northern Italy. The women of Reggio wanted progressive and cooperative early childhood education for their children.

The approach is not a method. It is a unique context to Reggio Emilia. Outside Reggio Emilia, schools are 'Reggio-inspired', that is, they are using an adaptation of the approach specific to the needs of their community. Typically, the Reggio Approach is applied to preschools and early childhood settings but with an understanding of the general principles, this educational approach can be adapted to other years of primary school as well.

The fundamental principles of the Reggio Approach are

• Children are capable of constructing their own learning - they are driven by their own interests to understand and know
• Children form an understanding of themselves and their place in the world through their interactions with others - the adult is not the 'giver' of the knowledge; the adult facilitates social collaboration and works with children to search out knowledge through investigation
• Children are communicators - communication is a way of discovering things and asking questions. Playing with language becomes an continual collaborative process
• The environment is the third teacher - the environment is recognised for its potential to inspire learning. It should be open and light, free of clutter with a multitude of materials and authentic resources and tools that can be considered for their unique purpose. The space encourages collaboration, communication and exploration and is cared for by the children and the adults
• The adult is a mentor and guide - the role of adults is to observe children, listen to their questions and stories, find what interests them and provide opportunities to explore their interests further
• An emphasis on documenting children’s thoughts - children's thoughts and progression of thinking is documented in many different ways i.e. photographs, visual representations, transcripts; all designed to make the thinking visible and show the learning process

Credit - https://reggioemilia2015.weebly.com/the-100-languages.html

The Hundred Languages of Children is a well known aspect of the Reggio Emilia Approach. The belief that children use many different ways to show their understanding and express their thoughts and creativity permeates the idea that there are a hundred different ways of thinking, of discovering, of learning. Drawing and sculpting, through dance and movement, through painting and play, through modelling and music are languages, or ways of learning, are all a part of the child. Learning and play are not separated. The approach emphasises hands-on inquiry learning that enables the child to use all their senses and all their languages to learn.

Impromptu class visits

Some excited children from 32BH burst into my office just before lunch and dragged me down to their classroom to see their parachutes. They were testing different materials, lengths of string, how to carry a passenger and numerous other high level scientific theories around forces and tension. Lego people in cupcake pans have never had so much fun!

The discussion was incredible - so was the collaboration and team work. There was so much learning going on; excited voices comparing and contrasting and experimenting. This is a modern day classroom - and it also mirrors a modern day workplace. The work gets done when people talk, share, work and play together.

And at the end is a celebration of the success. Thank goodness for our double story building!

A morning in the life of PSSS...

I wandered around our school this morning reflecting on all that was going on.

There was that fantastic Assembly with 6D's Rube Goldberg machine and 1W's (also known as Super 1W) ideas for social learning.

Then our Pre-Preps from Peregian Springs C&K came for their time in the Resource Centre

3M have an army of parents in and they are building billy carts and doing hands on maths.

And there's Mr Wise demonstrating the LEEDR board to some teachers and a visiting Principal. And later he was putting in an order for 3D printers as we've been successful in securing a grant for Young Entrepreneurs.

I've had a meeting with a couple of young girls who are starting a small business selling their crocheted products - they are learning skills for a modern day workforce. Employers now want confident problem solvers who can speak well and collaborate with others.

And here's another student discussing with me how she plans to light up the world with a solar buddy project. This looks like it could be a fantastic Project Compassion for us in 2017.

Ms Marszalek is doing some exciting maths with 2G.

And Mrs Harbour took 21 children to Arcare today to have morning tea with the residents. The children heard stories from a 94 year old triathlete which brought tears to everyone's eyes.

About 590 children have said good morning to me with a smile on their face. And Elaine, our publicity officer, is struggling to decide which good news story to write next.

And it's not even lunch time yet...