The Educational Projects

About Reggio Children

Reggio Children s.r.l. is an International Centre for the defence and promotion of the rights and capacities of young boys and girls – has its inspirations and goals in the contents and values of the educational experience developed and practiced in the kindergartens and nursery schools of the Municipality of Reggio Emilia.

Since 1994 it has been working to promote and qualify the theoretical and practical heritage of the Reggio Emilia’s educational services and to support and develop the centrality of education, the cross-fertilisation of different knowledge, internationalisation and dialogue among different cultures. Driven by this view, Reggio Children manages the Loris Malaguzzi International Centre place of research, training, innovation and experimentation of the Reggio Emilia Approach, for a new culture for childhood and education.

What is the Reggio Approach?

The educational project of the kindergarten and nursery school is entrusted to Reggio Children which confirms and adds value to our pedagogical standards thanks to many years of experience in the sector and to the excellence of the results achieved worldwide.

A child is an active interlocutor and active subject who harbours all the potential to develop, by staying in rich environments, amid opportunities for exploration, expression and knowledge through different languages.

The proposed pedagogical approach gives value to the organisation of a daily experience that supports the children's creativity, research and play in its various forms. Starting from the observation of the child and their potential, from the opportunities offered by the environment, teachers prepare contexts in which the young children, interacting with one another, participate in the discovery, creation of projects, in the definition of the meaning residing within the experiences they live.

100 Languages of Children

The Reggio Children educational experience bases its idea of a child as a subject endowed with a hundred languages, of extraordinary development potential and subject to rights, who learns and grows thanks to the relationship with others. A child able to relate to the world. They do not know the world but have the tools to know it and want to know it. Children know themselves within this relationship with the world. A relationship in which they communicate internally by using “one hundred languages". In believing that children have “one hundred languages" in them, they compete with the adult to listen to them, recognise them, value them by favouring situations in which multiple potentials can emerge. No area can and should be omitted: all fields of human and childhood experience must find opportunities for listening and development.

“No way.

The hundred is there.

The child is made of one hundred.

The child has a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

a hundred, always a hundred

ways of listening

of marvelling, of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream....”

Loris Malaguzzi