An Introduction to the Reggio Emilia Approach

(Space, Aesthetics, & Creativity in the Early Childhood Classroom)

06/07/2018 10:00am – 12:00pm
 The theory of loose parts:
o Materials that can be moved, carried, combined, redesigned, lined up, & taken
apart & put back together in multiple ways.
o Materials with no specific set of directions that can be used alone or combined
with other materials.
o Using pieces and parts to create.
o Ex: create alphabet stones.
o Curricular applications:
 Math: sorting, combining, separating, one-to-one correspondence,
counting, classification, measurement.
 Science: investigation, construction, identification of properties, making
hypotheses (gravity, force, weight, distance, etc.), motion (push, pull, stop,
change direction).
 Literacy & language acquisition: conversation, storytelling, descriptive
language, memory, vocabulary.
 Art: enhance creativity, extend ideas, appreciation for nature & aesthetics.
 Movement & music: improvisation, sound exploration.
 The Reggio approach:
o The participation of families, the collegial work of all the personnel, the
importance of the educational environment, the presence of the atelier & the
figure of the atelierista, the in-school kitchen, & the pedagogical coordinating
team.
o Exploration of materials.
o Approach: ideas, philosophical beliefs.
o Methodology: prescription.
o Child-centered.
o Light & shadow.

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  A day in the life & space of a Reggio Emilia infant & toddler center:
o Central space with documentation & provocation.
o Materials that are inspired to learn.
o Different zones in the classroom.
o Give children safe space.
o Food & healthy eating.
o Have children involved in cleaning after eating.
o Have space facilitate children’s ownerships.
o Things that are accessible for children.
 What do we think we know about teaching?
o “What do you think you know about…” is a great way to ask children questions.
o Shaping
o Engaging
o Creative
o Expression
o Color
o Motivation
o Language
o Social interaction
o Diversity
o Direction
o Exploration
o Reflection
o Observation
o Comfort
o Discovering
o Routine
o Change
 Human form:

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 o Breaking down human bodies.
o Taking pictures of the children and displaying their pictures in the classroom.
o Multiple medians: accessible to the children so they can choose to express.
 Components of documentation:
o Photos: quality over quantity.
o Dialogue: teacher as an observer.
o Student work samples
o Narrative: write up of what the child did.
o Quotes
 A documentation notebook.
 Deep dive session:
o Nature elements: plants, classroom pets.
o “On your walk to school today, bring something beautiful.” Have a basket by the
door and have the children to drop their elements from nature.
o Children’s artworks hang on the wall.
o Loose parts: accessible stuff.
o Child friendly.
o Teach children where and how to put materials away/back.
 Planning your space:
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 Taking high-quality photos:
o Lighting.
o Action: children doing/making things.
 Process > product.
o Framing: is everything in the photo?