Reggio Emilia

Suitable adaptation of the Reggio Emilia Philosophy

Suitable aspects of the Reggio Emilia philosophy has been adapted by Kids Cottage where the child is viewed as an individual member of a team who can:

  • learn
  • develop
  • hypothesise
  • offer solutions
  • work alone or with others, and
  • can experience their environment without being measured

The Hundred Languages of Childhood

No way.

The hundred is there.

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 to speak
to understand without joy
to love and to 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”

 

Loris Malaguzzi
Founder of the Reggio Approac
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What are the hundred languages of Children?

 

Symbolic languages, including drawing, sculpting, dramatic play, writing, painting are used to represent children’s thinking processes and theories. As children work through problems and ideas they are encouraged to depict their understanding using many different representations. As their thinking evolves they are encouraged to revisit their representation to determine if they are representative of their intent or if they require modification. Teachers and children work together towards an expressed intent.

 

See the child as an effective communicator by being an effective listener.

How can we listen to children if they do not talk in a language we can understand? As Bruner (1978) states “The child communicates before he (she) has language”. It is important to remember that talking is only one of the languages; children have a hundred languages and then a hundred more (Edwards, Gandini & Forman, 1998). Educators who are attuned to children will be able to see them as effective communicators, understand what their interests are and what it is that interests them. By finding different ways to listen to what children are communicating we create opportunities to make their ideas visible and create learning opportunities. Through this process educators can also further enhance their relationships with children. As Rinaldi reminds us “listening and being listened to is one of the primary tasks of documentation” (Rinaldi in Fleet, Patterson, & Robertson, 2006, p. 17).