What does it mean to be a Reggio Emilia inspired early learning service?

What does it mean to be a Reggio Emilia inspired early learning service?

The Reggio Emilia approach is one of the most respected and widely referenced educational philosophies in early childhood education. It emerged in the town of Reggio Emilia in northern Italy after World War II, developed by parents, educators, and the visionary pedagogue Loris Malaguzzi. Today, it continues to inspire educators around the world.

But what does it actually mean to be 'Reggio Emilia inspired'? And how can early childhood services authentically engage with this philosophy without simply adopting its surface features?

The image of the child

At the heart of the Reggio Emilia approach is a particular image of the child — as capable, curious, creative, and full of potential. Children are seen as active constructors of knowledge, not passive recipients of it. They are understood to have 'a hundred languages' — a hundred ways of thinking, exploring, expressing, and communicating.

For a service to be genuinely Reggio Emilia inspired, this image of the child must be more than a slogan. It must be reflected in how educators interact with children, how environments are designed, how documentation is used, and how families are engaged.

The environment as the third teacher

In the Reggio Emilia approach, the environment is considered a 'third teacher' — alongside educators and families. Environments are designed to be beautiful, stimulating, and responsive to children's interests and investigations. Materials are carefully chosen to provoke thinking, creativity, and exploration.

A Reggio Emilia inspired service pays careful attention to its environment — asking how spaces communicate respect and wonder, how materials invite investigation, and how the physical setting supports children's sense of agency and belonging.

Documentation as pedagogy

Documentation in the Reggio Emilia approach is not simply a record of what children have done. It is a pedagogical tool — a way of making children's thinking visible, of deepening educators' understanding, of communicating with families and the community, and of informing planning.

Rich, thoughtful documentation is central to Reggio Emilia inspired practice. Tools like Storypark can support this by making it easier to capture, organise, and share children's learning in meaningful ways.

The role of the educator

In the Reggio Emilia approach, educators are not transmitters of knowledge but partners in children's inquiry. They observe carefully, listen deeply, ask thoughtful questions, and create provocations that extend children's thinking. They document and reflect on what they see, and they engage in ongoing professional dialogue with colleagues.

Families and community as partners

The Reggio Emilia approach places great emphasis on the relationship between the service, families, and the broader community. Families are not just recipients of information — they are genuine partners in children's education, invited to contribute their knowledge, perspectives, and presence.

Being Reggio Emilia inspired means finding genuine ways to involve families — not just informing them, but engaging them as collaborators in the learning process.

A living philosophy

Finally, it's important to recognise that the Reggio Emilia approach is not a fixed curriculum or a set of techniques to be applied. It is a living philosophy — one that requires ongoing inquiry, reflection, and dialogue. To be Reggio Emilia inspired is to be committed to this ongoing process of learning and growing — as educators, as services, and as communities.