Inspiring Children's Connection, Creativity, and Curiosity

Photo by Fujiphilm

An edutopia article by Sarah Ozuna Brown, EdD., provides suggestions for drawing from the Reggio Emilia approach to inspire connection, creativity and curiosity in children.

The article begins with a brief history of the Reggio Emilia approach to early childhood education, “a philosophy that values the child and embraces their individuality, creativity, and curiosity,” an educational approach that has spread from its origins in post-WWII Italy to worldwide recognition and application.

Basic to the approach is the 100 Languages of the child, referring to the child’s potential and the many different way each child experiences the world, expresses themselves, and develops skills. “The child becomes the protagonist, or main character, with an active role in the learning process.”

Another key concept, the Three Teachers, are the child’s parents, the classroom teacher, and the environment. “The child is the focus, the main character, with the supporting roles going to each of the three teachers. The family, classroom teacher, and environment are intertwined and work together to support the child’s development. The child needs to have rich meaningful interactions with all three.”

The article offers the following suggestions for how early childhood professionals can draw from the Reggio approach to support these elements:

Seek information from caregivers about family culture, background and dynamics

Ask about family goals/expectations for the child and the child’s interests at home

Share photos, anecdotes, or other forms of documentation with caregivers illustrating the child’s interests, projects, and work in the ECE setting

Embrace the child’s 100 Languages (allowing for exploration, mistakes, and the opportunity to find solutions); learning and growth is layered in in the Reggio approach, allowing time for deeper learning to occur

Form meaningful relationships with each child (actively engage and help bridge connections; learn with them and from them)

Actively observe to gain understanding and learn from the child (rather than directing them)

Self-reflect and collaborate with fellow early learning professionals

Create a space that promotes connection, community and belonging (children are well-represented in the learning space and there is space for individual, small and large group play)

Create a space that feels home-like (materials arranged on tables/shelves in an inviting way that sparks curiosity, using natural light, lamps and baskets)

Put the same effort into the outdoor classroom as the indoor classroom (both should be well-planned, intentional and valued)

The Reggio approach supports four key vehicles for learning: an emergent curriculum, in-depth projects, representational development, and collaboration. Suggestions include:

Create an “interests” board on the wall in the learning space with photos and text that can be changed based on children’s changing interests

Dedicate part of circle time to learning about topics children are interested in: ask children what they already know and what they wonder, and explore these questions

Let the children decide the theme for one learning area each month

Go into deeper study of topics that the children find particularly interesting (e.g. dinosaurs or animals found in savannahs), allowing some topics to roll into the next

Integrate topics for a continued in-depth study (e.g. integrate the life cycle of a butterfly with pollination, animal migration, geography, insect life, or a gardening activity)

Document the learning process throughout the study (take photos, write down children’s words, save work samples) and refer back to them during circle time and free play for reflection and continued discovery.

Provide content through various modes (act out the weather, create a class-made book, take art outside)

Integrate learning areas to expand knowledge (add art or writing to the science area, add books to the block area, create a dramatic play area outside)

Ask children through the day or at circle time about their interests

Encourage peers to help each other and learn from one another in play