Curriculum Overview

Our Pedagogical Approach

The Reggio Emilia Approach

• Image of the Child - Children are viewed as strong, competent and confident learners (Thornton, Brunton, & Green, 2014, p. 15). The children create their ideas, express and make their own choices independently. As children explore their interests and gain more knowledge about the world around them, children have a greater desire to learn. Teachers are aware of every child’s potential. Therefore, it is important for teachers to support and guide the children’s learning throughout the preschool years.

​

• Role of Teacher - In the Reggio Emilia Approach, teachers are viewed as enthusiastic learners who work together with the children to seek new knowledge instead of imparting all the possible knowledge and information about the world all around them (Thornton & Brunton, 2015, p. 36).  Apart from being learners, teachers are considered as scribes as they observe, listen carefully and record down what the children do and say. Additionally, teachers are facilitators as they help to guide children through the learning process.

​

• Role of Environment - The school’s environment, classrooms and common spaces play a crucial role in the Reggio-Emilia Approach. The environment is viewed as the third teacher and it should reflect how the children and their families are valued by the teachers. By creating a rich and varied learning environment, it builds the children’s confidence “to explore and learn in a secure and safe yet challenging indoor and outdoor space” (Thornton et al., 2014, p. 54). Photographs and descriptions are placed on the classroom walls to tell the stories of the children’s learning journeys. Additionally, Classrooms are filled with open-ended materials, mirrors, windows, natural furnishings as well as natural lighting that encourage curiosity, communication and creativity in children.

​

• Documenting - Documenting children’s learning is another key aspect of the Reggio Emilia Approach. Documentation is done to show the child’s learning process instead of displaying the child’s final product. Documentation comes in many different forms including photographs, videos, tape recordings, notes, sketches, written transcripts, drawings, paintings and 3-D models (using materials like clay and wire) (Thornton et al., 2014, p. 96). Documentation is used to communicate children’s ideas, interests and development which aids in supporting and guiding children’s thinking and educational journey.

​

Play-based Approach

• Children learn best through practical, hands-on and meaningful play experiences. Lev Vygotsky was one of people who emphasised on the importance of creating and providing sufficient play experiences for young children. He believed that “children mainly develop their ways of thinking and understanding through social interaction” (Santrock, 2014, p. 185).

​

• When children are playing, they are exploring and learning about the world around them in a fun and engaging way. Play encourages children’s curiosity and exploratory behaviour when they are given a lot of time and space to explore and discover in the preschool.