About Reggio

About Reggio

We draw our inspiration and image of the child from the world-class schools of the Italian town of Reggio Emilia.

Child-centred curriculum

This is an approach to the education of young children based on the belief that children’s learning should be unconstrained by formal curriculum planning, but rather should allow children themselves a voice in the direction and content of their learning, in order to ensure that they find their learning meaningful and joyful.


Enticing environment
Children’s intellectual curiosity should always be rewarded with an inspiring environment pregnant with possibilities for wonder and rich in materials to explore, discover, and to theorise, and to express themselves in as many ways as possible. The school environment is seen as the ‘third teacher’.
Multiple Intelligences
The child has “a hundred languages” through which they can express themselves and their ideas including words, drawing, numbers, dance, painting, building, sculpture, shadow play, pretend play, collage, drama, music and more. Every child has the capacity and the right to learn using many different languages


Relationship matters: At the heart of our philosophy is the belief that the relationships which are built between the child and the educator, between the child and the world, and between the child and other children are essential to the process of learning. There are no “anonymous moments” in our day. The child is seen, and heard, and listened to with our whole hearts. There is no unequal power or status in the relationship, rather a deep connection based on mutual respect.
Power of Documentation: When we tune in to a child, we are listening for their thought process. We then document this learning process in many different ways – photographs, transcripts of children’s thoughts and explanations, visual representations (drawings, sculptures etc.) and sound recordings. We then share these Learning Moments with the child’s family via our closed Facebook group or on our Gallery Walls and invite dialogue about this area of interest. If the child has been part of this whole process, the learning loop comes full-circle when she re-introduces her new learning into the next day’s play. No tests, no checklists, no aims and objectives, no minimum standards… just deep, real learning about the things that are important.The wealth of documentation we gather forms a much richer holistic picture of the child.