The Reggio children

Reggio Children is a mixed public-private company that the Municipality of Reggio Emilia, along with other interested subjects, decided to establish in 1994 to manage the pedagogical and cultural exchange initiatives that had already been taking place for many years between the municipal early childhood services and a large number of teachers and researchers from all over the world.This new experience was based on an idea originally proposed by Loris Malaguzzi and carried on by a committee of local citizens and educators. Reggio Children's aims and purposes are inspired by the philosophy and values of the

educational project developed and practiced in the Municipal Infant-toddler Centers and Preschools of Reggio Emilia, in order to protect and communicate the wealth of knowledge developed within this experience. The aims of Reggio Children include:

fyfuy to communicate a forceful idea of childhood and of children's rights, potentials, and resources, which are often unrecognized or neglected; to promote studies, research, and experimentation in education, with particular emphasis on children's active, constructive, and creative learning processes; to advance the professionalism and culture of teachers, promoting a greater awareness of the value of collegial work and of meaningful relationships with the children and their families;

to highlight the value of research, observation, interpretation, and documentation of children's knowledge-building and thinking processes; to organize guided visits to educational programs, cultural initiatives, exhibitions, seminars, conferences, professional development courses on the issues of education and the culture of childhood.

100 Languages of Children

This is really inspiring.

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 marvelling, 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 child has
a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
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 at 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.

Loris Malaguzzi

(translated by Lella Gandini)