We are a Reggio-inspired school, drawing on elements of the philosophy with consideration for the context and needs of our ELC community. The Reggio philosophy originated in the northern Italian city of Reggio Emilia. There are eight principles that underly the Reggio Emilia Approach.
We see the child as strong, competent, curious, and resourceful, with enormous potential — a constructor of knowledge, actively seeking to make meaning of their world.
The ‘hundred languages’ is a metaphor for the extraordinary potential of children. Children possess a hundred languages, or ways of expression, to understand and encounter others, for instance, drawing, painting, sculpting, acting, and moving. Equal value is given to verbal and nonverbal ways of expression.
Once educators have prepared an environment rich in materials and possibilities, they observe and listen to the children in order to know how to proceed with their work. Learning is viewed not as a linear process but as a spiral progression, with our educators as partners in the learning process.
Educators intentionally organise, support and plan various spaces for children to immerse themselves in. Daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and educator-initiated activities, and inside as well as outside experiences.
Our written records and visual images detail children’s learning, development and experiences in the ELC. This documentation provides a vehicle for reflection and communication with children, families and the School community.
Education for each child is not considered in isolation, but seen in relation to the family, other children, educators, the environment of the school, the community, and wider society. We focus on developing a sense of community, based on respect for others, openness, constructive co-existence and listening.
The role of the educator involves four major components: co-constructors, researchers, documenters and advocates for children.
Parents are an essential component of the programme, a competent and active part of their children’s learning experience.