Being Reggio-inspired means thoughtfully adapting the core principles of the Reggio Emilia approach within your unique teaching context. We embrace the fundamental belief that children are capable protagonists of their own learning, while recognizing that implementation will look different in each community. This approach blends visible thinking strategies and mindfulness practices with Reggio principles to create joyful, meaningful learning environments.

How We Create a Reggio-Inspired School Environment

Physical Environment Transformation

- Replace plastic with natural materials

- Create documentation walls

- Set up light and shadow exploration areas

- Design flexible spaces that can transform

- Add mirrors, transparency, and natural light

- Create a dedicated atelier (art studio)

Teaching Approach Shifts

- Move from lesson plans to emergent curriculum

- Document learning through photos, notes, displays

- Listen to and record children's theories

- Plan investigations based on children's interests

- Collaborate with colleagues to reflect on observations

- Engage in ongoing professional development

Family Integration

- Create spaces for family documentation

- Hold regular meetings to share project progress

- Invite family expertise into investigations

- Make learning visible through displays

- Establish regular communication channels

Materials and Resources

- Collect open-ended natural materials

- Set up documentation systems

- Invest in quality cameras and display materials

- Create material libraries for projects

- Develop light table and projection resources

Professional Development Steps

- Study Reggio Emilia principles

- Visit Reggio-inspired schools

- Join learning groups and networks

- Attend conferences and workshops

- Document your journey of transformation

Remember: This is a gradual process of transformation, not an overnight change. Start with small changes and build over time.

We start by building understanding of core Reggio principles while reflecting on our current practice. Some initial steps in our journey include:

• Observing and documenting how our children naturally learn and express themselves

• Creating environments that invite exploration and discovery

• Building stronger partnerships with families

• Joining our community of practice to learn from others

• Starting small with one area or project that excites us

How we Compare: Reggio Emilia and Montessori Approaches

Curriculum Structure

Reggio Emilia: We follow children's interests to develop project-based investigations. Our curriculum emerges from children's questions and ideas, allowing for flexible, collaborative learning experiences.

Montessori: We use a structured curriculum with specific materials and activities designed to teach particular concepts. Children progress through predetermined developmental sequences.

Learning Environment

Reggio Emilia: We create flexible spaces that change with our projects and investigations. Natural materials, light, and children's work fill our environment, which we view as the "third teacher."

Montessori: We maintain carefully prepared environments with specific Montessori materials arranged on accessible shelves. Each material teaches a particular skill or concept.

Teacher's Role

Reggio Emilia: We act as co-learners and researchers alongside children, documenting their discoveries and helping them explore their theories.

Montessori: We demonstrate proper use of materials and observe children working independently, intervening minimally once children master the materials.

Student Learning

Reggio Emilia: We emphasize collaborative group work and social learning, with projects often involving multiple children exploring together.

Montessori: We focus on individual learning paths, with children working independently at their own pace using self-correcting materials.

Documentation

Reggio Emilia: We extensively document learning through photos, transcripts, and displays, making children's thinking visible to the community.

Montessori: We track individual progress through observation and completion of sequential activities but place less emphasis on visual documentation.

Parent Involvement

Reggio Emilia: We actively involve parents as partners in learning, inviting them to participate in projects and share their expertise.

Montessori: We encourage parent understanding of the Montessori method while maintaining the child's independent classroom experience.

Both approaches value respect for the child and believe in children's capabilities, but differ in how we support their learning journey.

How we Approach Curriculum in Reggio Emilia

Our Emergent Curriculum

We don't follow a pre-set curriculum. Instead, our learning experiences emerge from:

- Children's interests and questions

- Community and cultural contexts

- Seasonal changes and natural phenomena

- Children's theories about their world

Our Projects

Learning unfolds through long-term projects where we:

- Follow children's natural curiosity

- Document their theories and discoveries

- Explore topics deeply through multiple "languages" (art, movement, building, etc.)

- Revisit and expand ideas over time

Our Role

Teachers are co-researchers who:

- Observe and document children's interests

- Provide materials that deepen investigation

- Ask questions that extend thinking

- Create environments that inspire exploration

Our Assessment

We track learning through:

- Daily documentation of children's work

- Collection of children's theories and ideas

- Photos and recordings of project development

- Learning stories shared with families

Rather than following textbooks or predetermined lessons, we create meaningful learning experiences based on children's natural desire to explore and understand their world.

The Unique Elements of Reggio Emilia

The Image of the Child

We view children as powerful protagonists in their learning - competent researchers with rights, not just needs. They're active constructors of knowledge rather than passive receivers.

The Hundred Languages

We recognize children express and learn in many ways beyond words - through art, movement, building, play, music, drama, and more. These aren't just activities but vital forms of communication and learning.

Environment as Third Teacher

Our spaces are thoughtfully designed learning environments that:

- Promote investigation and communication

- Document children's learning processes

- Use light, natural materials, and open-ended resources

- Change with our projects and investigations

Pedagogical Documentation

We capture learning through systematic documentation that:

- Makes thinking visible

- Guides curriculum decisions

- Creates a collective memory

- Enables reflection and deeper understanding

Strong Community Connections

We build deep partnerships between:

- Children and teachers as co-researchers

- Families as essential participants

- The wider community as a resource

- Schools as interconnected systems

Project-Based Investigation

Our long-term projects:

- Emerge from children's interests

- Develop through careful observation

- Evolve organically over time

- Integrate multiple subjects and approaches

This combination of elements creates an approach that respects children's capabilities while fostering deep, meaningful learning through relationships and investigation.

The hundred languages refer to the countless ways children express, explore, and understand their world. This beautiful metaphor, from Loris Malaguzzi's poem, reminds us that children communicate through art, movement, play, words, silence, scientific exploration, digital creation, and countless other forms of expression. In our practice, we honor all these languages equally, recognizing them as valid ways of making meaning and sharing understanding.

How we create a Reggio-inspired environment:

A Reggio environment acts as the "third teacher," supporting children's natural curiosity and learning. Key elements:

• Natural materials (wood, plants, stones) over plastic

• Flexible spaces that adapt to children's interests

• Documentation of learning visible on walls

• Areas for light/shadow exploration

• Open-ended materials and loose parts

• Neutral colors with intentional pops of color

• Clear organization of materials children can access

• Spaces for both group and individual work

• Connections to nature and outdoor learning

• Areas for different forms of expression (art, building, dramatic play)

Remember: The environment should reflect your specific children's interests and your local context rather than trying to replicate Italian classrooms exactly.