The pedagogy of Reggio is a pedagogical processing. It is the body of ideas and concepts developed in 33 municipalities and preschools in Reggio Emilia in the late 60s.
The concept of education comes from the practice and teaching experience, which incorporates the latest knowledge about the theories of development and socialization according to, for example, Piaget, Bruner, Watzlawick.
An important personality who has worked on the project is Loris Malaguzzi (Correggio, 1920 – Reggio Emilia, 1994)., Coordinator of the preschools of Reggio and winner of the Lego Prize
The broad guidelines of the pedagogy of Reggio are a humanistic vision of the human being and a democratic idea of society.
It will be implemented in the absence of hierarchies in preschools and in the concerted direction in nurseries among educators and parents of pupils, as well as in the vision of the nursery as a center of promotional cultural animation in neighborhoods.
Children are considered beings who possess great skills and interest to develop them. They are distinguished by their energy and creativity, as well as for an original culture, in which reality and fantasy are intimately linked.
Children learn in everyday life due to their experiences, their trials, their explorations, and especially thanks to their findings, their experience, their feelings; they learn mainly by the expression of all their discoveries through the ‘hundred languages of children ‘: words, pictures, role play, etc..
The role of the educator
In the pedagogical concept of Reggio, the role of the educator is different from the traditional one. The educator is the coach of the child. Create an atmosphere of well-being, trust and dialogue, listening to the child and watching him, he supports, through its active involvement and accompaniment, the discoveries of the child, he makes available the resources required for its activity, communicates within the team and report experimental progress achieved by the child, gives advice to parents.
The concept of space in the pedagogy of Reggio
Spaces are considered the “third teacher” which can be interpreted in several ways. The spaces facilitate communication between inside and outside, some spaces offer safety to tha child (rooms facing the possibility of recovering energy), and the other proposed activities (workshops, meetings rooms). The classrooms reserved for the creation and discovery are open and children and educators can complete them or furnish them according to their needs.
There are mirrors of different shapes, corners for the costumes and for the theater of shadows, letterboxes, projectors and lamps. All this stimulates the child and makes him/her realize his physical identity, to accept to try to have a different role, to communicate with others.