We believe that all children deserve a program that provides a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children, while responding to the needs of families.” These principles are aligned with the core values of the National Association for the Education of Young Children (NAEYC). This statement represents the foundation of our goals and philosophy of the Early Learning Center at Congregation Torat El. We are inspired by the philosophy of Reggio Emilia.
Reggio Emilia is a prosperous town in the hills of northern Italy, but it is also home to a program of early childhood education that has gained international repute in the last quarter century. Founder, Loris Malaguzzi wrote, “Our task, regarding creativity, is to help children climb their own mountains, as high as possible.”
What is the philosophy behind the Reggio Emilia schools?
Malaguzzi believed that the best curriculum would be a fluid one, without prescribed outcomes. Long-term in-depth research projects, emerging from the pupils’ interests, constitute the primary path to learning – one of the outstanding features of Reggio that inspires, and unnerves, more conventional settings. Malaguzzi observed, ‘[Children’s] own timing and rhythms demand enormous respect. Children need the support of adults in order to combat the accelerating pressures and haste to make them grow up, which is not only a treacherous sign of the subversion of biological, psychological, and cultural relationships that is currently in vogue, but also a sign of deep insecurity and a loss of perspective.’
A Reggio school exploration is facilitated by the environment, which is considered the ‘third teacher.’ Teachers take advantage of natural light and ways to bring the outdoors in or to embrace the “outdoor classroom” into everyday school work. A Reggio environment is flexible, intentionally and strategically organized, and comfortable to live and grow in. Most classrooms feature a living area, a building area, a reading area, a writing area and a full-stocked art area. All of the areas are fluid, readily replenished and repurposed, and student centered and accessible.
What are some of the “Reggio” buzz words we may hear our children and teachers use?
Provocations:
Life provides endless material for learning in a Reggio inspired classroom; we do not exist in bubbles, we bring background knowledge “schema,” likes/dislikes, and life experiences into every new experience in our classrooms. Students come in with autograph books from Disney World, news of a new baby or fresh casts on broken arms that may lead to studies on travel, families, hospitals, x-rays, light and transparency or plaster of paris and things that harden in air! The topics that become projects reflect student interests and teacher passions in conjunction with curricular/developmental standards.
Sometimes important work starts from the world at large, or a holiday on our Jewish calendar. Let’s take the holiday of Tu B’Shevat, a Jewish holiday dedicated to the appreciation of trees and the natural world. It falls on the fifteenth day of Shevat, ready or not. This in and of itself is a provocation. A Reggio inspired teacher’s job is to keep the ball rolling. The teacher may put living things out around the room, sprouted flowers, plants, herbs etc. You may see photographs of growing things by the art area one day and then multi-medium art items (cork, Popsicle sticks, sand paper, and tissue paper) placed out a subsequent day. The dramatic play area will be constantly changing and updated to inspire new ideas and ways of learning through play. Gardening objects (gloves, rakes, trowels etc.) may appear. The teacher needs to keep stoking the proverbial fire with new and enticing displays, new materials, open ended questioning, read-alouds, surveys, etc. The work in each class will be guided by what is co-created by both teacher and students.
Our classrooms are designed in well-planned learning centers, allowing the children to explore and make choices as they learn and play. The eight to ten interest areas in each classroom foster learning in areas such as language, math, science, and social development. Classrooms allow for small and large group activity and are reflective of individual teachers’ styles and experience. Changes to the environment are dependent on emerging interests. Staff members change the surroundings regularly to allow children to work independently and in small groups.
Throughout the day, children use self-directed and guided choices as they “work” participating in small and large group activities. Teachers strive to build upon the thoughts and actions of the children while utilizing the curriculum to guide instruction.
Typical learning centers include: Blocks and Construction, Dramatic Play, Art and Creative Expression, Writing and Literacy, Sensory Experiences, Discovery and Nature, Music and Movement, Sand and Water, Library, and Listening.
Learning centers are created to be interdisciplinary, age appropriate and varied.