Our Approach


Reggio Emilia approach for early years education was found in Reggio village, Italy after World War II by a teacher – Mr. Loris Malaguzzi. He and the families believe that children need to learn in a new way for a brighter future, and foster children’s critical thinking and collaboration.

The Reggio Emilia curriculum is widely recognized as one of the best program for young children currently.  It could be integrated into the local program, and flexible to develop following the diversity and interests of the learners. However, to be “Reggio – Inspired” is to adopt the core values and beliefs of this approach to educating young children. Such principles include:

The image of the “rich” child

As defined by Malaguzzi (1994), the image of a child sees the child as rich in potential, strong, powerful, competent, and connected to adults and other children. The  ‘rich’  child is an active learner, ‘seeking the meaning of the world from birth, a co-creator of knowledge, identity, culture and values’; a citizen is born with “a hundred languages”. The theory of the hundred languages of childhood refers ‘to the different ways children (human beings) represent, communicate and express their thinking in different media and symbolic systems’. These many possibilities range from mathematical and scientific languages to the many poetic or aesthetic languages expressed through, for example, the use of music, song, dance or photography.

Emergent Curriculum

Emergent Curriculum is an interaction process between teachers and children as co-learners. Teachers ask questions and listen to the children’s ideas, as well as observe and document the interactions, discussion, and fascination of children. By developing learning opportunities from this observation, the curriculum “emerges” from children’s interests and ideas.


Teachers deliver this emergent curriculum by creating provocation and project work, which allow children to show their curiosity, interest and express their ideas, and questions about the theme. Teachers could support children by introducing opportunities, from art to music t early literacy, math, science & nature experiences in projects.

The role of the teacher

Teachers as Researchers: The teacher’s role within the Reggio Emilia approach is complex. Working as co-teachers, the role of the teacher is first and foremost to be that of a learner alongside the children. The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children (Edwards, 1993)

The role of environment

The environment is the term of classroom, common spaces and playground. It is viewed as the “third teacher”. The environment should be a reflection of the children, teachers, and parents who live and learn there. It should be thoughtful, imaginative, and respect the “hundred languages of children”.

Parental Involvement

Parents take an important role in every child’s life; each family’s cultural background brings the values to the community. We encourage parents to participate in project work, events and the daily life of the school. Our strong belief is that schools, parents and teachers’ relationships contribute the best and most thoughtful ideas/actions to a child’s learning and needs.


Teachers collect the children’s work through photographs, written word, video, etc. By performing those works in portfolios or exhibitions, teachers tell the story of each child vividly.


“To make a lovable school, industrious, inventive, liveable, documentable and communicable, a place of research, learning, re-cognition and reflection, where children, teachers and families feel well - is our point of arrival.”
- Loris Malaguzzi -


For parents that are embarking on evaluating preschool and childcare options for the first time, the myriad choices of programs and educational philosophies can be daunting. Montessori and Reggio are arguably the most prevalent progressive approaches now, and they share some similarities while also contrasting in key areas.  Both philosophies grew out of Italy, and share a common belief in the competency of children, the view of children as active participants in their own growth and development, and the importance of aesthetically pleasing classroom environments as a catalyst for learning. Here are a few areas of contrast:

  • The traditional Montessori program is highly individualized, and classroom materials are designed to introduce particular concepts, with intended scope and sequence to cover specific learning domains. The Montessori approach recognizes strict developmental stages, and the teacher serves as an unobtrusive facilitator as children routinely undertake autonomous and self-directed learning activities.  Montessori classrooms are often orderly and carefully arranged with self-correcting materials that assist children in advancing through stages of learning, both individually and in small groups.
  • As previously described, the role of the teacher in a Reggio environment is as a “co-learner,” who observes and documents learning, and guides a negotiated curriculum through projects that build upon the interests and ideas of the children. Reggio classrooms encourage learning in a social context, where communication, relationships, cooperation and amicable disagreement yield exploration and learning.  Reading, writing and other important skills are interwoven through the progression of emergent project work, without predetermined scope and sequence.  The classroom environment is filled with open-ended materials to engage children in discussion, play and work.

This highlights a few of the similarities and differences between the Reggio and Montessori educational philosophies.  Parents should consider these and other differences (as well as investigate other prevalent approaches) when deciding which type of program offers the best fit for their child’s learning style and personality.