In the classroom, the Reggio approach places the teacher in the role of facilitator. He or she uses provocations like a right box or a collection of shells to inspire kids. As the students engage, the teacher asks more and more questions to help the class think through the subject at hand. Topics with strong interest turn into longer-term study which may involve exploration with art and experimentation with other materials.

To encourage engagement, the classroom itself in the Reggio-Emilia philosophy becomes another teacher. Great care is given to its design and continual evolution to keep the environment interesting and inspiring. In addition, artwork created by students are prominently displayed and shared on the walls throughout the school.

To learn more about the Reggio Approach,

https://www.nytimes.com/2020/04/19/parenting/reggio-emilia-preschool.html?smid=url-share

Reggio-Emilia

Luis Malaguzzi developed the Reggio-Emilia philosophy in 1945; it is named for the town in Italy in which it was created. The approach is founded in the idea that when children are allowed open-ended exploration and experimentation, they access their extraordinary learning potential and gain a deeper understanding of the subject matter.

“100 Languages” is a metaphor used in the Reggio philosophy to describe the many ways that children have to communicate; these languages include painting, drama, singing, sculpture, etc.

Reggio is similar to Montessori in that they both let the child take an active part in the learning process; the programs differ in that Montessori focuses on the individual child and Reggio engages the class in a more collaborative approach.