After World War II in the small Northern town of Reggio Emilia, Italy, the community set out to develop a learning and teaching philosophy. The focus of the philosophy is to respect children and allow them the opportunity to learn from their environment. Children have a natural curiosity and unlimited potential. Children have the ability to create their own learning experiences through interactions with their environment. Environments that are set up with intention and purpose. Children communicate through their “languages” via drawing, painting, sculpting, music, and drama.

It all begins with observation. The teachers observe the children everyday. They have conversations about things that are important to the children. Observation is a cornerstone in knowing the children and building relationships.

Through the observations, teachers are able to construct a meaningful and individualized lesson for the children and then provide meaningful and developmentally tailored provocations. It allows the children to learn and dig a little deeper into what they know and what they want to learn.

Then the teachers document that learning through pictures, dication, and displays of the learning process.

The classroom is used as the “Third Teacher”. The environment represents the children, families, and teachers in a way that is meaningful, intentional, and comfortable.

The environment changes with the children and their interests, allowing them the ability to build on their knowledge and make sense of the world.