The Reggio Emilia Approach
Children are active participants in making meaning.
The Reggio Emilia approach began with parent-led schools in northern Italy after World War II and developed into an internationally influential model of early childhood education.
Rather than prescribing a fixed curriculum, it centers long-term, in-depth projects that grow from children's interests. Educators observe closely, document learning, and help children revisit their ideas over time.
- Children are capable researchers.Learning begins with children’s questions, theories, timing, and rhythms.
- The environment is a “third teacher.”Light, natural materials, studios, shared spaces, and the outdoors invite connection and discovery.
- Documentation makes learning visible.Notes, photographs, conversation, and children's work help educators, children, and families reflect together.
- Relationships make learning possible.Parents, teachers, children, and the wider community are essential partners in a child’s education.
This page is an original summary of the longer historical article previously published on Laurelwood’s site and credited there to Miriam LeBlanc, Community Playthings (UK).
