Regio Centurion School
regio_centurion_preschool

Regio Centurion Early Childhood Centre

regio_centurion primary school

Regio Centurion Independent Primary School

More about Regio Centurion School

We started the Regio Centurion Onafhanklike Skool (Independent School) on 11 January 2006.

The philosophy behind Regio school is based on Loris Malaguzzi’s belief and Howard’s theory of multiple intelligences. This is a school where every child is considered to be gifted. What we as parents and teachers must do is to discover every child’s special talent and create opportunities for all the children to develop their special talents.

  • Regio School Community support and parental involvement

    Reggio Emilia’s tradition of community support for families with young children expands on Italy’s cultural view of children as the collective responsibility of the state. In Reggio Emilia, the infant/toddler and pre-primary program is a vital part of the community, as reflected in the high level of financial support.

  • Administrative policies and organizational features

    The administration of the Reggio Emilia early childhood program is moderately representative of other Italian community-based programs.

  • Regio School’s Teachers as Learners

    Teachers’ long-term commitment to enhancing their understanding of children is at the crux of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices.

  • The role of the environment

    The organization of the physical environment is crucial to Reggio Emilia’s early childhood program, and is often referred to as the child’s “third teacher”.

  • Long-term projects as vehicles for learning

    The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest the class engages in a wide variety of self-selected activities typical of preschool classrooms.

  • The hundred languages of children

    As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing.

What others say about Regio School Centurion

Ek het onlangs kaste reggepak en afgekom op lêers waarin elkeen van my kinders se herinneringe in geliaseer was. Een van hierdie briewe was gerig aan my oudste seun, Louis, wat nou alreeds 14 jaar in Amerika bly. Hy is ‘n begaafde elektroniese ingenieur, iemand wat nog steeds besig is om teen onreg en onregverdigheid in die samelewing te baklei. Hy het ook ‘n passie vir goeie onderwys en veral onderwys wat uit private inisiatief gegroei het. Die artikel waarna verwys word is André P Brink se artikel wat hy geskryf het vir sy seuntjie wat vir die eerste keer skool toe gegaan het. Ek het gedink dat hierdie brief wat ek aan hom geskryf het toe hy 20 jaar oud was en ek ‘n paar in die veertig dalk iets kan beteken vir ander ouers.

Toe ek die skets van André P Brink lees, het ek geweet dat elke ouer soortgelyke beelde in hom ronddra, maar dat min van ons dit so pragtig aan ons kinders kan sê. Nietemin wil ek party van die beelde en vergelykings wat ek het, met jou deel.

Wanneer ‘n mens twintig is, kyk ‘n mens vorentoe, ongeduldig om die toekoms te verander en te buig na jou ideale. Wanneer jy veertig verbygegaan het kyk ‘n mens meermale terug en wonder wat jy bereik het. Miskien, en heelwaarskynlik, kyk ‘n man anders na die lewe. As ek kyk na wat ek bereik het moet ek sekerlik onder my beste prestasies my kinders tel. Ek wonder of julle ooit besef hoe belangrik julle vir my is, hoeveel julle in my gedagtes en gebede is en hoeveel plesier julle vir my gee.

Jy is besig om jou vlerke te sprei, binnekort sal jy heeltemal onafhanklik wees. Dit is eers as jy jou eie gesin het dat jy weer ‘n herwaardering maak van die gesin waaruit jy gekom het. Ek sou so graag vir jou ‘n “gevleuelde woord” wou gee om saam te neem, maar synde net ‘n ma is nie een van my woorde gevleueld nie, net ma-woorde. Wat gee ek dan vir jou? “ ‘n Houtswaardjie en jou brood en melk …? Ouers is dikwels soos blinde mense in ‘n doolhof, sonder ‘n aanwysingsboek. Ons kry die mees kosbare pakkie om saam te dra deur die doolhof. Ouers het gewoonlik ‘n goeie idee waarnatoe hulle wil gaan, maar die pad en die aanwysings word maar stuk-stuk duidelik. In hierdie hele proses van “soek-en-vind” is dit nie net die kind wat opgevoed word nie, maar ook die ouer.

André Brink se beeld van Don Quichote met sy houtswaard het my diep geraak, want in sommige opsigte is dit jy. Tog sou ek jou nie anders wou hê nie. Dit is goed om die windmeulens van die gemeenskap met jou houtswaard storm te loop, dit is goed om om te gee. Miskien is dit die belangrikste ding wat ek jou kon saamgee op jou lewensreis, om om te gee.

“Goeie reis my klein ridder”.

Ma

A poem by Loris Malaguzzi

The child is made of one hundred.
The child has a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.

A hundred, always a hundred
ways of listening
of marveling
of loving
a hundred joys for singing
and understanding
a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream.

The child has a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine
the school and the culture
separate the head from the body.

They tell the child to think
without hands
to do without head
to listen and not speak
to understand without joy
to love and marvel
only at Easter and Christmas.

They tell the child
to discover the world already there
and of the hundred
they steal ninety-nine.

They tell the child that
work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
are things
that do not belong together.

And thus they tell the child
that the hundred is not there.

The child says:
No way.  The hundred is there!

– Reggio Emilia

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