Reflections on the Reggio approach

The pleasure of learning, of knowing, of understanding is one of the first fundamental sensations each human being expects, from experiences faced alone or with others

Loris Malaguzzi

Reggio Emilia, a small city in Northern Italy 40 miles north-west of Bologne, has, over the past decade, received a large amount of attention from around the world from practitioners interested in learning more about the 'Reggio Approach' to early childhood.

In April 2010, I was one of a group of Early Years Professionals (EYPs) from the Dudley EYP Network, in the West Midlands, who joined over 300 delegates from around the world, on a Local Authority funded study tour to Reggio Emilia. We had a very intense week of lectures and visits to infant/toddler centres and pre-schools, where we saw the approach in action.

The focus for the week's seminars was the Malaguzzi centre, in Reggio Emilia, created from an old cheese factory and named after the inspirational pedagogista, Loris Malaguzzi, who pioneered the approach after the Second World War.

Loris Malaguzzi once said 'The child is made of one hundred languages,' a metaphor allowing us to recognise the many ways in which children gain knowledge of themselves and the world around them. One hundred ways to express themselves. One hundred ways to learn and experience. One hundred points of view. One hundred examples of the uniqueness of us. It also inspired the One Hundred Languages exhibition.

The One Hundred Languages exhibition is a worldwide travelling exhibition which tells the story of the educational journey Reggio Emilia and its children and parents have taken since the inception of the Reggio approach. It describes how the experiences, discussions and thoughts are interwoven with research and social ideals to create a pedagogy enjoyed by the parents, children and teachers of Reggio Emilia for generations.

Throughout the study week we heard speakers who provoked us to reflect on our own practice on a deeper level. It also made us acutely aware that settings in the UK can't 'do' Reggio. Settings can aspire to be 'Reggio inspired' and incorporate some of the approach into their settings, but only Reggio can 'do' Reggio as the approach is built on a historical and cultural context not seen anywhere except in Reggio Emilia.

Reggio has a relaxed atmosphere - people take time to walk and talk to their neighbours. There is a huge emphasis on family, not only immediate family but also extended family. Meal time plays a major part in the culture. It is a time to slow down and enjoy what you are eating. It is a social event where families come together daily to talk and laugh. It is not, for the most part, a tray in front of the television. The community also recognises the importance of being involved in the teaching and learning of their youngest citizens and encourage them to become involved in community projects.

Some key points for me were:

• The environment is the third teacher - this is an important aspect of the Reggio approach. The setting's building and the light, both natural and artificial, are used to enhance the teaching and learning of the children and teachers. The rooms are beautifully laid out and the resources are of a good quality. This allows the children to be creative, to explore and investigate and to have time and space to think and reflect.
• Time - Reggio allows the children to spend periods of uninterrupted time engaged in activities which interest them. Although they have a series of 'appointments' through the day - arrival, lunch and home-time - the rest of the day is structured so that children are unhurried. Thornton & Brunton (2009) describe how "Time is valued within the day through the 'rich normality' of everyday experiences - time to meet, to be, to do, to think and reflect, to talk and listen, to rest and to eat." (pg 71)
• Teachers as co-learners, reflection and reflective practice - part of the philosophy of the Reggio approach is that the teachers don't know everything. They are researching and learning alongside the children. This is significant to the professional development of the teachers. Through effective observation and interpretation, teachers can reflect on and research how children learn. Time is set aside during the day to allow for this to happen, usually while the children take their afternoon nap.
• Family - for me personally, the experience of going to Reggio has allowed me to consider how I spend time with my own family. We spend a lot of our week rushing to this after school club or that sporting event but maybe don't really spend much 'quality time' together. Upon reflection, perhaps I need to 'plan in' family time to our week's busy schedule, try and sit down as a family at least once a week for a meal and engage the children more in the 'rich normality' of the household chores. My aim would be to free up time to visit the local park, or take a picnic to an area of beauty and come together as a family in a more relaxed manner.

The experience of going to Reggio encouraged us to reflect more on what we do and how we do it and what effect it has on the children. But it also reminded us to celebrate what we already do which is good practice.

Although the Reggio approach is seen by many as examples of high quality, child centred early years settings, we must remember that in the UK we also have examples of high quality settings. We should celebrate that, whilst continuing to reflect and improve our practice, to ultimately improve outcomes for children.

Debra Barton EYP and Early Years Educator
I studied for my BA (Hons) Integrated Childhood Studies at Worcester University, alongside Early Years Professional Status which I achieved through Best Practice Network.

References:

Gardner, H (1998) Complementary Perspectives on Reggio Emilia. In Edwards, C., Gandini, L., Forman, G., eds. The Hundred Languages of Children - The Reggio Emilia Approach - Advanced Reflections, Second Edition. Ablex Publishing Corporation, Westport Ct06881. pg xv - xviii

Thornton, L. & Brunton, P., (2009) Understanding the Reggio Approach - Early Years Education in Practice, Second Edition. Routledge, Oxon