The Regio Emilia Approach In Early Childhood Education

Introduction

Curriculum can be outlined as “the creation of a flexible, informal, planned learning environment where young children are actively, safely and happily involved in a range of formative and learning experiences, and where the role of the adult is that of guiding supporting and mediating the environment” (Report on The National Forum for Early Childhood Education, 1998, p. 47). Educators use curriculum to purposefully plan methods for children to construct and assemble knowledge to make sense of their experiences. An age appropriate curriculum in early education emphases the development of physical; social, emotional and creative expression. The Regio Emilia approach is a unique approach to early childhood education which recognises

It is a large central area in the building where several of the larger equipment is stored. The piazza is a space which is passed through enroute to other areas of the building and where the children encounter other children in the setting.

Atelier

This room is known to be a distinctive feature of Reggio Emilia schools and is often referred to as the “studio or workshop” (Thornton & Brunton, 2005). The area is commonly used for experimentation and manipulation of various materials and becomes a complete hands on workshop. This space symbolises Loris Malaguzzi’s idea of the entire school connecting as an environment for “participation, research and creative expression” allowing both adults and children to learn from each other.

Classrooms

The classrooms within the building are positioned alongside the piazza allowing for direct access to the outdoors. This is a typical Malaguzzi design with his passion for a strong indoor and outdoor relationship. His belief was that school ought to be a place where the children can “sense” what is happening in the outdoors such as the changing weather and seasons (Branzi & Ceppi,

The kitchen is usually located beside the dining room and can be seen through large glass windows. Mealtimes provide the opportunity for children to appreciate the preparation of the food provided and to take pleasure in the sensory experience of mealtimes (Thornton & Brunton, 2005, p. 38)

Distinctive design features

Various design features within the Regio Emilia space highlight the emphasis on communication, relationships and complexity. Some of these unique features include:

• Light, shadow and reflection

• Connectivity

• Materials and finishes

• Multi sensorial properties

The use of both natural and artificial light within the setting is incredibly striking. The windows are of vast sizes allowing the children to observe the outside world. Shadow screens and light tables play a large role in the daily practice. Many surfaces and mirrors are arranged around in different designs, offering unusual viewpoints for the children to reflect