Our Children

There are hundreds of different images of the child. Each one of you has inside yourself an image of the child that directs you as you begin to relate to a child. This theory within you pushes you to behave in certain ways; it orients you as you talk to the child, listen to the child, observe the child. It is very difficult for you to act contrary to this internal image. For example, if your image is that boys and girls are very different from one another, you will behave differently in your interactions with each of them. Loris Malaguzzi

 We believe children are competent, capable and deeply curious. We actively listen to children’s voices; documenting their thoughts, ideas and questions.

 We believe children are active learners who are eager to explore, to work with others and engage in the process of learning. We value this process seeking to support them in all their investigations.

 We work together valuing the multiple perspectives of each participant and seek to solve problems in constructive ways.

 Children are protagonists of their own learning. They are intelligent and intent of making sense of the world through a constant process of constructing knowledge.

 We believe they have a right to realise their potential and be recognised as citizens of their world. 


The poem by the founder of the Reggio Emilia approach depicts the endless potential in every child with an emphasis on the importance of imagination and discovery in early education.

The Hundred Languages

By Loris Malaguzzi (translated by Lella Gandini)

Image

The child

is made of one hundred.

The child has

a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred always a hundred

ways of listening

of marveling of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

 

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.