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6050 Ridge Road, Parma, OH 44129



Teaching The Reggio WAy



People say we "do things different here". Sometimes visitors mention that our classrooms look different than other schools and other times they tell us how happy the children appear to be. We love when people tell us we're different.
They are usually referring to our unique teaching approach known as the Reggio-Emilia Approach. This is much more than a curriculum or something that is taught... it is the way we do everything. From designing the classrooms to planning the day's activities to how we display children's work, our staff considers the following principles.



Core Principles of The Reggio-Emilia Approach



01



Environment




The space within and around the school, or the environment, is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. The daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and teacher initiated activity and inside as well as outside experiences. Our environment includes 3 classrooms, a library/ resource room, hallway spaces, "big room", and outdoor classroom.



02



Time & Continuity



Time is influenced by the interests and activities that the children bring to life within the school. This in turn impacts schedules, groupings and routines. Teachers get to know children (strengths, needs and personality) because children stay with the same teacher and the same peer group as they progress through their years at school.



03



Projects



Projects provide the backbone of the children’s and teachers’ learning experiences. They are based on the belief that learning by doing is of great importance and that to discuss in group and to revisit ideas and experiences is a powerful way of learning. Project ideas come from experiences of the children and teachers, a chance event or problem posed. They can last from a few days to several months.

This deep approach allows children to learn deeply such as the new Common Core Curriculum suggests. It can also be compared to the STEM schools as all learning is integrated (or connected). The teachers easily use back-mapping to revisit projects and activities and connect them to the Early Learning and Development Standards.



04



Emergent Curriculum



Emergent Curriculum is a way of teaching and learning that requires teachers to observe and listen to the children. Teachers ask questions and listen for the children’s ideas, hypotheses and theories. After observing children in action, the teachers compare, discuss, and interpret their observations. Teachers plan activities, studies and long term projects in the classroom based on their observations. Teachers partner with children and the exchange of theories are referred to as the Cycle of Inquiry. Teachers use their interpretations, intentions and goals (social, emotional and academic) to make choices that they share with children. Learning is seen not as a linear process but as a spiraling progression.



05



Roles: Teachers & Families



The image of the child shapes the role of the teacher and involves four major components. Teachers are:

· Co-constructors: partners, guides, nurtures, solves problems, learns, hypothesizes

· Researchers: learns, observes, revisits

· Documenters: listens, records, displays, revisits

· Advocates for children: involved in the community, politics relating to children, speaks for children and presents work to other educators and community members.


Parents are an essential component of the school. They are an active part of their children’s learning experiences and help to ensure the welfare of all the children in the school. All families at our school are encouraged to be in our "BOP" group (Board of Parents).



06



Image of the Child



Children are viewed as competent, curious, full of knowledge, potential, and interested in connecting to the world around them. Teachers are deeply aware of children’s potentials and construct all of their work and environment of the children’s experience to respond appropriately.



Project Approach and
Emergent Curriculum



We continuously listen to children and document the learning process with video, photograph and work samples. This allows us to create meaningful, authentic learning experiences that children want to engage in! When we follow the interests of the child we can individualize instruction based on needs, interest, and ability levels.
Some children learn best in groups, others work best in collaboration with friends. Everyone learns in a different way and at Parma Preschool we embrace those differences.



Curriculum and Standards based instruction





By using an emergent curriculum, teachers carefully plan experiences, provocation and investigations based on children’s interests. By using the project approach, teachers create an in-depth study of something with the children. Evidence of children’s interests can be found in the classroom environment (in materials set up and provocations), in the teachers’ daily reflections and in the individual portfolios (the authentic assessment method used). After activities are completed each day, teachers reflect on the Ohio Early Learning and Development Standards and use back-mapping. This shows how the activities done in the classroom each day align to the standards.





During an investigation of color the children brought in things that were blue. When sharing these items there was a disagreement.
"That's not blue, that's teal!" -SB

"No, it's blue." -EM

"THIS is blue!" -AS


When this occurred, Ms. Jackie did not interject or quiet the children down. Instead, she listened to their words and began to write them down. Finally, she said, "It sounds like we need to investigate what blue IS!". From there, Ava said, "Blue is a primary color." This led to a discussion of what primary colors are. Finally, the day changed and Ms. Jackie prepared the art studio with white, black, and blue paint. The children were invited to try to mix as many different blues as they could!



More About The reggio Approach



Here are some of our favorite articles, resources, and websites about The Reggio Emilia Approach!