Children as human beings, possess a hundred languages: a hundred ways of thinking, expressing, understanding, of encountering otherness through a way of thinking that weaves together and does not separate the various dimensions of experience. The hundred languages are a metaphor for the extraordinary potentials of children, their knowledge-building and creative processes, the myriad forms with which life is manifested and knowledge is constructed.
It is the responsibility of the infant-toddler centre and the preschool to valorise all verbal and non-verbal languages with equal dignity
The Reggio Emilia Approach is an educational philosophy based on the image of a child with strong potentialities for development and a subject with rights, who learns through the hundred languages belonging to all human beings, and grows in relations with others.
“To make a lovable school, industrious, inventive, liveable, documentable and communicable, a place of research, learning, re-cognition and reflection, where children, teachers and families feel well - is our point of arrival.”
Children are equipped with extraordinary potentials for learning that are made manifest in an unceasing exchange with the cultural and social context.
Every child is the subject of rights. Every child, individually and in their relations with the group, is a constructor of experiences to which they are capable of attributing sense and meaning.
The organisation of work, of spaces, of the times of children and adults, are structurally part of the values and choices of the educational project.
The organising constructs a network of responsibilities that are co-shared at the levels of administration, politics, and pedagogy.
Working conditions and forms of contract that are conducive to stability, continuity, and a sense of belonging acquire particular relevance.
The interior and exterior spaces of the infant-toddler centres and preschools are designed and organised in interconnected forms, and are offered to children and adults as places to live together and research. The environment interacts, modifies, and takes shape in relation to the projects and learning experiences, in a constant dialogue between architecture and pedagogy.
Care of the furniture, the objects, and the activity spaces is an educational act that generates psychological wellbeing, a sense of familiarity and belonging, aesthetic sense, and the pleasure of inhabiting.
These are also primary premises and conditions for safety in the environments, a quality generated by dialogue and shared elaboration between the different professionals profiles who have to concern themselves and take care of this aspect.