^

our approach

The Reggio Emilia approach leads children to discovery and learning by setting projects in a rich and stimulating environment.

The Reggio Emilia approach

The Reggio Emilia approach was born in Italy, in the small city of Reggio Emilia, in 1945, at the end of the second world war; a few people led by Loris Malaguzzi agreed that in order to rebuild the future, people’s lives and to make sure the same events would not happen again, the focus needed to be on children’s education. An education which would develop individuals’ critical thinking and ability to think for themselves; a democratic education, to promote cooperation and sharing; an emphasis on creativity and the ability to develop social and intellectual skills using, in Malaguzzi’s own words, ‘the hundred languages of children’, where the same concept can be expressed and learned in several forms, from language to art, through body movement and so on.

At the centre of the Reggio Emilia approach is a competent and curious child, full of potential which needs to be guided. The child has an innate ability to learn and, just like a scientist, approaches the world around him/her with a trial and error approach, formulating hypotheses and testing them in order to improve his/her knowledge of the world.

The role we play

The role of teachers is to lead children to discovery and learning by setting projects in a rich and stimulating environment. The environment itself is key to children’s learning and becomes a teacher providing children the instruments of discovery.

Observation is key in this approach, as only a in-depth knowledge of children personal attitudes, interests and ability levels can lead to the formulation of projects relevant to the children’s development. Observation is corroborated by extensive pedagogical documentation, where teaching, learning, children’s ideas and observations, and areas for improvements are recorded and become essential in the future learning processes.

The Reggio Emilia approach sees the school as part of the community, where teachers, children and parents all contribute to the educational process. Parents are welcome in the classroom, where they can access their children’s everyday activities and progress through the documentation.

our values

The main aim of our school is to create a friendly and happy school community where children learn, develop their social and intellectual skills and become confident and responsible members of society. 

Education is what we love and we offer the best of it, through ongoing research and exchange of experiences within a wide teaching and learning community.

We are a Reggio Emilia inspired preschool, where children learn through multidisciplinary enquiry projects and are encouraged to develop their abilities by engaging with others and the world around them.

These principles lead the learning and teaching at girotondo preschool and inspire our everyday work. Principles are also explored and challenged on a ongoing basis, which gives the opportunity to improvement and growth. Our values are deeply underpinned in those principles.

critical thinking

Every child is an active constructor of knowledge and not just a target of instruction; children are researchers and like scientists work on projects and develop their understanding of the world by formulating hypotheses, exploring, observing and drawing conclusions based on evidence.

creativity

Children need to have multiple ways to express themselves, ‘the hundred languages of children’, where they learn to be imaginative and inquisitive. This is developed through the offer of a rich and stimulating environment.

confidence

Children are encouraged to express and share their ideas, to explore as active learners and become adventurous in their learning journey. As active learners children try and test new things on their own account.

relationships

Children are social beings and their everyday life and learning is constructed in relation to other children, educators, parents and the community; respect for others is very important as is cooperation and sharing. Through an environment which promotes prosocial behaviour, children naturally develop empathy, ability to show positive verbal and physical contact with other children and solve conflict in a positive way.

democracy & equality

By encouraging children to express their ideas, thoughts and theories, educators promotes a place of democratic learning where everyone is entitled to speak their mind and is happy to listen to other’s opinions without judging; this also leads to the importance of accepting diversity and the idea of the everyone’s uniqueness and rights.

community

The school is an integral part of the community, where children, educators and parents work together to ensure that children learning experience is an ongoing process shared and promoted by all parties; communication and collaboration between educators and parents is crucial as much as the support from the wider community.

how to apply

Dear prospective parent, thank you for taking an interest in our school. We will be happy to show you around the school anytime, talk you through our approach and answer your questions.

Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.