Last week, I had the opportunity to travel to Italy to learn more about the Reggio Emilia Approach. This learning experience was organised by Ambra Lanzi, and it offered a powerful opportunity to step into a context where education is deeply rooted in respect for children, relationships, and the learning process.
During the visit, we explored the Loris Malaguzzi International Center, Remida Bologna, and two early years schools. Each space reflected a deep intentionality in how learning is designed, experienced, and documented. One of the most memorable informal moments was making fresh pasta together and sharing it for dinner, a simple experience that reflected the value of connection and shared learning.
Key Takeaways from Reggio Emilia
The idea I carried back is the image of the child. In Reggio Emilia, children are seen as capable, curious, and full of potential. They are active participants in their learning, not passive receivers of information.
Closely connected to this is the role of the teacher. The teacher is not positioned as the source of knowledge, but as an observer and listener. The teacher prepares provocations and document the learning. This role requires deep attention and a commitment to understanding how ideas emerge and evolve over time.
Another key element is the environment, often described as the third teacher. Learning spaces are carefully designed to provoke thinking, collaboration, and exploration. Materials are open-ended, accessible, and intentionally selected. They are not expensive or overly structured, but instead invite multiple possibilities. Reuse, reduce, and recycle are not just environmental choices, but part of a mindset that values creativity, sustainability, and imagination.
In these spaces, I did not see worksheets or repetitive written tasks displayed on walls. Instead, I saw traces of thinking, documentation of processes, and evidence of learning journeys. The environment itself reflected the learning rather than external products.
What also stood out was how student agency was visible in every detail. Children prepared tables for lunch, organized materials, and moved through spaces with confidence and ownership. Books and resources were everywhere, not as decoration, but as living tools for inquiry and exploration. The outdoor environment was equally important, extending learning beyond the classroom walls and offering rich opportunities for discovery.
Perhaps the most important insight is that none of this can exist without strong collaboration. Parents, educators, leaders, and the wider community all play an active role in shaping the learning experience. Education here is not an individual responsibility, but a shared commitment.
This experience reminded me that Reggio Emilia is not a model to replicate, but an invitation to rethink how we see children, learning, space, and community.