Localizing Reggio

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We all know of the saying: ¿Children are to be seen, not heard¿. The Reggio Emilia approach and its emergent curriculum challenge this saying. Educators who are inspired by this approach believe that children need to be heard and listened to, and also taken up on their ideas. Their flexibility and willingness to follow a child¿s lead would allow remarkable things to happen. This study reviews the implementation of the Reggio Emilia principles in three childcare centres on Prince Edward Island, Canada. This text focuses on how the five fundamental principles of the Reggio Emilia approach ¿ Child, Teacher, Parent, Documentation and Environment - are put into practice. Supervisors and educators have a positive image of the child. Parents are seen as partners in their children¿s learning, while educators are trying to involve them more actively in their centre. Educators work collaboratively to co-construct their children¿s learning, which is being made visible through documentation. And the environment is a means of enhancing this learning. This text is recommended to early childhood educators who believe in child-centred settings.

An early childhood educator, Anna graduated in Child & Family Studies(2009) and M.Ed.(2011). She has delivered various presentations and workshops about the fundamental principles of the Reggio Emilia approach to students, teaching staff at colleges, and educators in various childcare centres including Australia, Canada, Japan, Malta and Taiwan.