The image of the child in Reggio pedagogy

Children are creators of own cultures. Their ability to learn and explore exists in them from birth on. They have the right to actively develop their own identity, autonomy and social abilities and follow their own curiosity and learning interests.

They do not need to be told the solution to a problem but they are free to explore them on their own. Children examine and discover their environment through their hundred languages and make connections between their experiences.

Function of Reggio pedagogy: To support the children to develop their theories and in their search for questions and answers but not give them ready-made solutions!

Keyword: Time! Children need time for their individual and group projects so no tight limits should be set or projects aborted before they are finished. Children need time to make experiences and experiment with different possible solutions. They need to be free to explore and discover within their own rhythm and decide on their own the time frame for an experience or project.

It is often claimed that children loose interest in one activity after a few days but Reggio children have projects that sometimes last for many months.

Groups homogenous in age: Reggio pedagogy prefers to have groups with same-aged children (so that there are not all the time younger kids coming and older kids leaving). This is important in order for them to have common experiences and a group identity that gives them a feeling of security and stability. This is supposed to foster children’s confidence and make it easier for them to communicate with children outside their group, because communication, exchange of information and experiences in between the groups is also needed and encouraged. This is supported by the way the space in Reggio institutions is organised.

Through work in small groups children realize that the discussion with others is a huge resource. Sharing knowledge, theories, ideas and creativity they expand each others viewpoints but also challenge, correct and develop them. At a very early stage stereotypes and clichés, that people otherwise carry with them into their adult life, can so be questioned.

Everything is a movement: Important is not the final product but the process of the child’s learning and experiencing. The product can never be “wrong” or “incomplete” but they have their own quality. Adults can provide new or alternative experiences but should not correct or lecture the child.

Cultural Inclusion: Documentation of the children’s projects or situations on “speaking walls”: Children learn that their processes are important and that they are part of the community and part of their culture.

Cultural inclusion also means that no topic or form of media is excluded. Children cannot be isolated from the problems, questions and development of their environment; they are part of their reality. That is why they should have a right to explore them. For example new media or technology can give new possibilities for children to express themselves which should not be denied. Or a TV series that is part of children’s reality can become a topic for a project.