Our Interpretation of the Reggio Way

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.

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.

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.

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.

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).

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.