I hear it all the time: You can't recreate Reggio Emilia.
Reggio Emilia is a city in Italy. The educational approach implemented in the municipal preschools there is a philosophy, not a curriculum. It's a way of seeing children, not a list of boxes to check off. And this approach is the result of a specific combination of influences and contexts that cannot simply be transplanted. It was born of the city's history and culture, which are, by nature, unique to that particular place in the world. These are the reasons that we call ourselves "Reggio inspired." I dare say there's even a bit of disdain in Reggio inspired communities for saying one is "doing Reggio." If you say something like that, it's clear that you don't really understand. You must not be doing it right. You can only be Reggio inspired.
But here's the thing. If we imply that there is a right and wrong way to do it, we're becoming what we say we're not. We're becoming an educator who sees teaching in black and white, right and wrong, Reggio and...not. The truth is that there is no criteria for inspiration. It's not up to any of us to decide how those preschools in Italy influence another teacher.
Consider the work of visual artists. Just because an artist is inspired by another doesn't mean their work will look anything alike.
Reggio Emilia is a city in Italy. The educational approach implemented in the municipal preschools there is a philosophy, not a curriculum. It's a way of seeing children, not a list of boxes to check off. And this approach is the result of a specific combination of influences and contexts that cannot simply be transplanted. It was born of the city's history and culture, which are, by nature, unique to that particular place in the world. These are the reasons that we call ourselves "Reggio inspired." I dare say there's even a bit of disdain in Reggio inspired communities for saying one is "doing Reggio." If you say something like that, it's clear that you don't really understand. You must not be doing it right. You can only be Reggio inspired.
But here's the thing. If we imply that there is a right and wrong way to do it, we're becoming what we say we're not. We're becoming an educator who sees teaching in black and white, right and wrong, Reggio and...not. The truth is that there is no criteria for inspiration. It's not up to any of us to decide how those preschools in Italy influence another teacher.
Consider the work of visual artists. Just because an artist is inspired by another doesn't mean their work will look anything alike.
Van Gogh was heavily influenced by the work of Gaugin. Does their work share certain similarities? Sure. But, to my eye, they are clearly created by different artists.
When I reflect on the ways that my work is most inspired by the municipal preschools in Reggio Emilia, I think of respectful relationships with children and their families. I think of emergent curriculum. I think of a simple and beautiful classroom environment. I think of reflection. But there are other elements that may factor more heavily into others' practice, such as project work, documentation, and the hundred languages. That doesn't make any of us wrong. That doesn't make any one of us more "Reggio" than another.
Part of what I think makes this approach so beautiful is that it gives teachers the freedom to make choices that are meaningful. Meaningful for them, the children, their communities. Those meaningful experiences are what our students will carry with them for the rest of their lives.
I'd hate to lose that for the sake of doing Reggio "right."
Part of what I think makes this approach so beautiful is that it gives teachers the freedom to make choices that are meaningful. Meaningful for them, the children, their communities. Those meaningful experiences are what our students will carry with them for the rest of their lives.
I'd hate to lose that for the sake of doing Reggio "right."
