Why We Are Exploring the Reggio Emilia Approach
When families begin researching early childhood education, several familiar terms appear quickly. Montessori. Play based learning. Reggio inspired classrooms.
Among these, Reggio Emilia is often one of the most intriguing and least understood.
The philosophy has influenced early childhood programs around the world, yet many parents encounter the name without seeing how it works in practice. Schools reference it and educators speak about it enthusiastically, but its core ideas can remain unclear.
For Basso & Basso families, the topic is particularly relevant for another reason:
Early childhood development compounds.
The habits of curiosity, confidence, creativity, and collaboration that children develop in their earliest years often shape how they approach learning throughout their education. The environments children experience during preschool therefore matter far more than many families initially realize.
Understanding the philosophy behind those environments helps parents ask better questions when evaluating schools.
The Origins of Reggio Emilia
The Reggio Emilia philosophy emerged in northern Italy following World War II. Educator Loris Malaguzzi worked with families in the town of Reggio Emilia to create schools that reflected a new vision of childhood and learning.
At the center of this vision was a simple belief — Children are capable.
Rather than viewing young learners as passive recipients of knowledge waiting to be taught, the Reggio philosophy views children as active thinkers who constantly explore, question, and construct meaning from the world around them.
This perspective shapes the role of teachers, the design of classrooms, and the way learning unfolds.
Learning Begins With Curiosity
In many traditional educational systems, the curriculum determines what children learn and when they learn it. In a Reggio environment, learning often begins with curiosity.
Teachers observe children closely and look for moments when interest begins to emerge. A fascination with shadows, insects, buildings, or water can grow into deeper investigation.
Children explore these ideas through drawing, building, storytelling, discussion, and experimentation. What begins as a simple question may develop into days or even weeks of exploration.
In this sense, curiosity becomes part of the curriculum itself.
The “Hundred Languages” of Children
One of the most widely known ideas within the Reggio philosophy is the concept of the “hundred languages of children.” The phrase reflects the belief that children express ideas in many forms.
They may communicate through drawing, sculpture, movement, music, storytelling, or dramatic play. Each form becomes a language through which children explore and express their thinking.
Reggio classrooms intentionally support these modes of expression. Materials such as clay, natural objects, light tables, and art supplies are not simply tools for play. They help children experiment with ideas and make their thinking visible.
The Classroom as the “Third Teacher”
In Reggio environments, the classroom itself plays an important role in learning.
Educators often describe the environment as the “third teacher,” alongside children and adults.
Spaces are designed to invite exploration. Natural light, open layouts, and carefully arranged materials encourage collaboration and independence. Children’s work is displayed alongside photographs and written observations that document how ideas develop over time.
These displays reveal the learning process itself, allowing teachers, students, and families to see how thinking evolves.
The Role of the Teacher
In traditional classrooms, teachers deliver lessons from a predetermined curriculum.
In Reggio environments, teachers play a different role.
They observe closely, listen to children’s ideas, and introduce questions or materials that help deepen investigations. Rather than directing every step, they support the learning process as it unfolds.
Many educators describe themselves as researchers studying how children think.
This requires careful observation and professional judgment about when to guide exploration and when to step back.
Reggio Emilia, Montessori, and Traditional Preschools
Families evaluating early childhood programs often encounter several well known approaches.
The Reggio Emilia approach emphasizes inquiry, collaboration, and exploration driven by children’s interests.
The Montessori education system emphasizes independence and carefully designed materials that help children master specific skills.
Traditional preschool programs typically rely more on teacher-led activities and structured curriculum sequences.
Each reflects a different philosophy about how young children learn best. Understanding these differences can help families identify environments that align with their child’s needs.
Why Many Top Schools Borrow Elements from Reggio Emilia
Even schools that do not fully follow the Reggio philosophy often borrow elements from it.
Many leading international schools incorporate aspects such as project-based learning, collaborative exploration, and environments designed to encourage creativity. Documentation of student thinking, once a distinctive Reggio practice, is now common in progressive early childhood classrooms.
The reason is simple.
The philosophy aligns closely with what research in child development increasingly emphasizes. Young children learn deeply when they are curious, engaged, and actively involved in constructing their understanding of the world.
For this reason, elements of Reggio thinking now appear in early childhood programs across many leading schools globally.
What Reggio Looks Like in Practice
While the philosophy is widely discussed, its real impact becomes clearer when seen in a classroom.
To better understand how the approach works in practice, we spoke with the Head of School at ELC International Schools, an international early years school that has embraced the Reggio philosophy for many years.
In the coming weeks we will share insights from that conversation, including perspectives on what distinguishes a strong Reggio classroom, how teachers guide learning without a fixed curriculum, and what types of children tend to thrive in this environment.
Their reflections help illustrate how the philosophy translates from theory into daily classroom life.
How to Recognize a Strong Reggio Program
Many schools describe themselves as “Reggio inspired,” but the quality of implementation can vary significantly. When visiting a school, several signals often reveal whether the philosophy is deeply embedded.
Strong classrooms tend to feel calm, open, and thoughtfully designed. Materials are accessible and arranged to encourage exploration.
Documentation of learning is usually visible throughout the space. Photographs, drawings, and teacher observations reveal how ideas evolve over time.
Teacher interactions also offer important clues. In strong environments, teachers listen closely, ask thoughtful questions, and encourage children to explain their thinking.
Finally, observe how children collaborate. Reggio environments often emphasize shared discovery, where conversation and teamwork become part of the learning process.