The child is made of one hundred.
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The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking.
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A hundred always a hundred ways of listening of marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.
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The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine.
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The school and the culture separate the head from the body.
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They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas.
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They tell the child: to discover the world already there and of the hundred they steal ninety-nine.
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They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together.
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And thus they tell the child that the hundred is not there.
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The child says: No way. The hundred is there.
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Loris Malaguzzi (translated by Lella Gandini)
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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 marveling of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. • The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. • The school and the culture separate the head from the body. • They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and Christmas. • They tell the child: to discover the world already there and of the hundred they steal ninety-nine. • They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. • And thus they tell the child that the hundred is not there. • The child says: No way. The hundred is there. • Loris Malaguzzi (translated by Lella Gandini) •
Reggio Emilia History and Philosophy
El Niño esta hecho de cien.
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El nino tiene cien lenguas cien manos cien pensamientos cien maneras de pensar de jugar y de hablar.
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Cien, siempre cien maneras de escuchar de sorprenderse, de amar cien alegrias para canter y entender cien mundos que inventar cien mundos que sonar.
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El Niño esta hecho de cien. • El nino tiene cien lenguas cien manos cien pensamientos cien maneras de pensar de jugar y de hablar. • Cien, siempre cien maneras de escuchar de sorprenderse, de amar cien alegrias para canter y entender cien mundos que inventar cien mundos que sonar. •
The Reggio Emilia Approach is an educational philosophy focused on early childhood education. It was initiated by Loris Malaguzzi, in Reggio Emilia, Italy after World War II. The philosophy emphasizes the idea that children form who they are as individuals in the earliest years of life and development. This led to the creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum. The philosophy is recognized around the world as best practice for early childhood education and embraces the following principles:
*Children must have some control over the direction of their learning;
*Children must be able to learn through experiences of touching, moving, listening, seeing and hearing;
*Children have a relationship with other children and with material items in the world that children must be allowed to explore and;
*Children must have endless ways and opportunities to express themselves.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the school of its philosophy.
The foundation of the Reggio Emilia approach lies in its unique view of the child. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential. “Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires.” (Hewitt, Valerie,. 95-10). The child is also viewed as being an active constructor of knowledge, and competent capable and responsible for their own experiences and education. Thus, it becomes the teachers role to research, respect, and help facilitate the child’s interactions and experiences with the world and all that exists within it. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question and discuss to clarify their understanding, Children are also viewed as social beings and a focus is made on the child in relation to other children the family, the teachers and the community rather than on each child in isolation. The children are given the opportunity to explore relationships with people and materials within the world in a way that makes sense to the,. It is the teacher’s job to observe and document, so as to have a keen understanding of how each individual child thinks and learns and promote critical thinking and social and emotional success. The Reggio Emilia approach can be viewed as a resource and inspiration to help educators, parents and children as they work together to further develop their own educational programs.