The Reggio Emilia approach is an educational philosophy that originated in the city of Reggio Emilia, Italy, and was developed by Loris Malaguzzi. Centered on listening to and respecting the child, it values student agency and positions children as protagonists in their learning process. It is based on the belief that children are curious, creative, and capable of constructing knowledge through interactions with their environment, peers, and adults. The teacher’s role is that of a facilitator and co-learner, encouraging investigation, expression, and reflection. The learning environment is also seen as a "third teacher," carefully designed to inspire discovery and exploration.
Main characteristics of the Reggio Emilia approach:
- Child as protagonist: A criança é vista como competente, criativa e capaz de construir conhecimentos a partir de suas próprias experiências e The child is seen as competent, creative, and capable of constructing knowledge through their own experiences and interests.
- Teacher as mediator and researcher: Educators act as learning partners, observing, listening, and planning experiences that deepen children’s discoveries.
- Environment as the third teacher: School spaces are designed to be welcoming, stimulating, and to provoke curiosity and investigation.
- Project-based learning: Learning projects emerge from the children’s interests and develop flexibly and collaboratively, allowing for in-depth exploration of topics.
- Valuing multiple forms of expression: Children are encouraged to express themselves in various ways—through art, language, movement, music, science, and more.
- Pedagogical documentation: Continuous documentation of activities, children’s dialogues, and productions serves as a tool for reflection, assessment, and communication with families.
- Active family participation: Families are considered essential partners in the educational process and are invited to actively participate in school life.
- Collaboration and group work: Learning is seen as a social process, with a strong emphasis on dialogue, cooperation, and collective knowledge-building.
