The Reggio Emilia approach, like Montessori, was developed in Italy by a group of parents and Loris Malaguzzi and used in preschools and schools. Their belief was that the environment was a third teacher and children use “a hundred languages” to express their thoughts and creativity, which should be diligently documented. A Reggio environment uses every crevice of its space as an opportunity for learning so it is not uncommon for Reggio environments to have a great deal of natural light, authentic art and creative materials, and freedom of movement.

Another inspiring aspect of the Reggio Emilia approach is provocations. Provocations are essentially invitations to play. Using children’s interests, resources are displayed and arranged in a way that promotes inquiry and investigation. For instance, a mortar and pestle may be placed in the middle of a table surrounded by a well-arranged assortment of herbs, flowers, and playdough. How children connect their own ideas and choose to use the resources is entirely intrinsic. The role of the adult is solely to document via notes/observation and provide support, if necessary.

Keen to incorporate this approach into our environments, we created three Reggio Emilia focus tables for each group resourced with loose, natural materials such as glass jars, pinecones and leaves, corks, wood/bark pieces, oil pastels, etc. In the preschool, their Reggio table includes a pallet shelf with access to all the resources. The area is thoughtfully set up with children’s current interests in mind and children are also invited to set the tables up themselves as they see fit.

These areas have been such a success with the children that we’re now moving to extend this approach into the rest of our environment also as we begin to phase out our plastic toys and bring in more open-ended resources.

“Our task, regarding creativity, is to help children climb their own mountains, as high as possible.” Loris Malaguzzi