What is the Reggio Emilia Approach?
The Reggio Emilia approach is an internationally recognized way of teaching that views young children as curious, creative, full of potential, and capable of active learning. This approach originated in Italy but is now used worldwide in schools that see children as co-creators of their own learning.
At Regio Centurion, we use this approach to support learning in a natural and meaningful way. Children learn by exploring, playing, asking questions, and discovering — not only by sitting and listening.
Learner-Centered
With a learner-centered approach, we focus on recognizing and incorporating each child’s unique needs and potential into every learning opportunity. By placing the child at the center, we empower them to have a voice in both the content and the process of learning. This ensures that every experience is meaningful and enjoyable.
The Role of the Environment
The physical environment in which the child moves is central to the Reggio Emilia philosophy. Learners are encouraged to explore their interests and to learn beyond the classroom. An open learning environment creates flexibility, giving teachers space to focus more on individual needs. The possibilities are endless when doors are opened to exploration and the educational power of play. The school environment is seen as the “third teacher,” and children learn even when the teacher steps back into the role of facilitator.
The Hundred Languages
Children have many different ways to communicate, learn, and explore. Regio teachers listen, respond, and help learners use their “hundred languages” and multiple intelligences. Through problem-solving, creative and logical thinking, they express themselves and demonstrate what they have discovered. Focusing on the child’s hundred languages empowers teachers to recognize needs, thoughts, and interests, while also equipping learners with a strong self-image and confidence to engage in every activity, lesson, and day.
Parents as Partners
At the heart of the Reggio Emilia philosophy lies the belief that relationships — between child and teacher, child and the world, child and parent, child and peers, and between parents and educators — are essential for learning. Open communication ensures a strong and safe support network. At Regio, every child is seen, heard, and wholeheartedly listened to.
Family Days are an essential building block in this support network.
Documentation
Documenting a child’s thinking and learning process is a vital step in their development. This practice creates a curious and communicative atmosphere that welcomes the child’s voice and builds confidence. New experiences and concepts are introduced more easily because children feel part of the learning process. Each learner can see their own progress through documentation, which inspires further growth.
Following the Child
At Regio, we believe that learning is a journey, not a race. Each child moves at their own pace, which is why we follow their interests rather than forcing everyone onto the same path. When children are given the freedom to ask questions, search for answers, and even make mistakes, their confidence grows and they become active participants in their own learning. Following the child means listening to their voice and weaving their ideas into classroom practice, allowing them to experience that their contributions are truly valued. This makes learning meaningful, as it is driven by curiosity and personal interest. When children are seen as co-constructors of knowledge, they not only develop creativity and critical thinking, but also the resilience and problem-solving skills that prepare them for life.
Caring
Learning through play is a major focus at Regio. Teaching each child in their holistic self is of utmost importance. When we take into account a child’s holistic self and their hundred languages, we are reminded that every learner will, in their own time, reach the finish line. At Regio, we empower children to create their own path through the forest of learning, with the reassurance that teachers and parents will support them every step of the way.
Caring for the community was one of Loris Malaguzzi’s defining traits. Expanding a child’s understanding of the environment (the third teacher) is central to our practice. Each term, we run a care project that helps children deepen their knowledge of the world around them. We partner with organizations that support the underprivileged, care for animals, and focus on specific social themes. Organizations such as Woodrock, Hanna Foundation, SALF, Solidarity Helping Hand, and many others form part of our outreach program. These projects encourage children to understand their environment better and gain deeper knowledge of the world.
“All of this is a great forest. Inside the forest is the child. The forest is beautiful, fascinating, green, and full of hopes; there are no paths. Although it isn’t easy, we have to make our own paths, as teachers and children and families, in the forest. Sometimes we find ourselves together within the forest, sometimes we may get lost from each other, sometimes we’ll greet each other from far away across the forest; but it’s living together in this forest that is important. And this living together is not easy.”
