The first principle mentioned above is the image of the child; “our image of the child is rich in potential, strong, powerful, competent and, most of all connected to adults and other children” (Loris Malaguzzi, sightlines, website). In Reggio settings children are encouraged to develop their own ideas and theories about the world and will use these theories as a starting point for projects with other children and adults. Through these projects children will be able to prove or disprove their own theories. Children are given a vast number of different experiences in their time at Reggio pre-schools in order to extend their knowledge and understanding and allow them to discover new interests and talents. Through these many different experiences, the children use many different mediums to express themselves: words, movement, painting, play, building, drawing, music and many more. These methods of communication are known in the Reggio philosophy as the Hundred Languages of children, and all are viewed with equal importance as the child trying to express themselves and their feelings.
This principle, the image of the child, is also very important in the Foundation Stage. The Foundation Stage aims to promote good self-esteem and confidence in young children; this means practitioners need to have a positive image of all the children they work with. One of the ‘Principles for Early Years Education’ in the Foundation Stage Document is:
“Early years experience should build on what children already know and can do. It should also encourage a positive attitude and disposition to learn and aims to prevent early failure.” (QCA, 2000, p.11)
Direct comparisons can be made between this principle and the image of the child principle in the Reggio philosophy. As in the Reggio philosophy, the Foundation Stage aims to provide children with a multitude of experiences; “an environment with a wide range of activities indoors and outdoors that stimulate children’s interest and curiosity” (QCA, 2000, p.82) is necessary.
From experience in the Foundation Stage, it is clear that the image of the child is a very important principle. Practitioners always try to demonstrate that they have positive images of all children in order to promote these positive images in the children themselves. Personal, Social and Emotional development is of utmost importance in the Foundation Stage and this is evident in settings observed. Praise and encouragement is provided frequently and is genuine; practitioners are interested in all children as individuals and are happy to see them develop.
The second principle of the Reggio approach, as cited in Thornton and Brunton, 2003, is Relationships and Time. Relationships are extremely important in Reggio settings; they include: children with children, children with educators, educators with parents, educators with educators and the school with the community. These relationships are seen as ‘reciprocal’ as they involve give and take on both sides of each relationship. Educators in the Reggio pre-schools are willing to learn and continue to change according to what they learn. This learning happens from the relationships they have with all the people mentioned above, but particularly the children: “the role of the teacher is first and foremost to be that of a learner alongside the children” (cyert website, 2003).
Relationships in the Foundation Stage Document are also considered to be very significant to the development of the children. As in the Reggio approach, practitioners are seen as learning all the time and changing what they do in order to best meet the needs of the children: “practitioners must be able to observe and respond appropriately to children” (QCA, 2000, p11). Relationships between children are also viewed as very important in the Foundation Stage; children should have many opportunities “to work alone and in small and large groups” (QCA, 2000, p.28). Establishing “constructive relationships…with other practitioners” (QCA, 2000, p.28) is also seen as vital. In the document, less emphasis seems to be placed on relationships with the community, however, from personal experience in a Reception class of a Primary School this relationship does appear to be central.
As already mentioned, parents play a vital role in the Reggio pre-schools; they lead an “active partnership in children’s learning experience” (sightlines website). Parents are made to feel welcome and valued in the settings as educators and parents work together for the good of the child. The relationship between parents and educators involves the “exchange of ideas and sharing of different wisdoms” (sightlines website). The Reggio philosophy believes that parents should be involved in every stage of the children’s development including planning for the future.
The Foundation Stage Document also places a great emphasis on the relationship between parents and practitioners:
“Parents and practitioners should work together in an atmosphere of mutual respect within which children can have security and confidence” (QCA, 2000, p.11).
In the Foundation Stage Document, parents are described as ‘partners’; this term is also used in the Reggio approach to depict parents. Parents are highly valued in both the Reggio approach and the Foundation Stage; they are seen as the child’s “first and most enduring educator” (QCA, 2000, p.9) and are therefore used by the settings as “resource people” (sightlines website) to plan effectively for individual children.
From experience in a Reception class, parents do seem to be valued as the most important people in the children’s lives; however, it does not always seem that an active partnership between educators and parents is in existence. Although some communication is compulsory, for example parent-teacher meetings, little extra contact is apparent on a regular basis, unless there is a problem with the child’s development. This lack of communication in practice may be a result of time restrictions or simply too many children in a setting.
“The use of time is seen as a key factor in supporting children’s learning” (Thornton and Brunton, 2003, p.17). Children are given time to explore their ideas and theories, time to talk, eat, sleep, ‘do’, and ‘be’. Adults are given “time to document, time to interpret, time to share with colleagues, time to share with parents” (Thornton and Brunton, 2003, p.17); they have six hours non-contact time a week for these activities. The Foundation Stage Document states: “children need time to become engrossed, work in depth and complete activities” (QCA, 2000, p.11); however in practice this time is not always available, as there are strict timetables that need to be adhered to, particularly in Primary Schools. From experience of working with Reception class teachers, time is not available as it is in the Reggio approach. Six hours non-contact time a week would be a dream come true for them as they are always trying to find the time to do all the things they need to do. Often these things have to be done in the teacher’s own time.
The third principle of the Reggio philosophy is Teaching, Learning and Documentation. “In Reggio, there is no predetermined curriculum” (Thornton and Brunton, 2003, p.17), unlike in the Foundation Stage where there is ‘Curriculum Guidance’ and clearly laid out Stepping Stones and Early Learning Goals. In Reggio, the curriculum is described as ‘emergent’; it develops around the children and their involvement in long- and short-term projects. These projects grow from the children’s first-hand experiences and the theories they develop about the World. This idea of curriculum centred around projects is similar to how curriculum is based around various themes and topics in the Foundation Stage, for example the Farm.
Staff in Reggio pre-schools work in pairs and are guided by a ‘pedagogista’; also working in each setting is an ‘atelierista’, an artist, who guides the creative development of the children. These adults, and parents, encourage the children to ask questions: “the task of these resource people is not simply to satisfy or answer questions, but instead to help children discover answers and, more importantly still, to help them to ask themselves good questions” (Rinaldi, 2003). The Reggio approach favours the process rather than the product of children’s learning, as Nutbrown does – check lecture notes!!! The idea that children and adults are seen as researchers is fundamental to the Reggio approach. Encouraging children to ask questions is certainly an important aim of the Foundation Stage: “practitioners should give particular attention to: activities based on first-hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision making an discussion” (QCA, 2000, p.82). Experience in a Reception class, clearly demonstrates that Foundation Stage practitioners are determined to encourage children to find answers to their own questions and ask more deeper questions. Also, in most cases, the process rather than the product of children’s activities are seen as more important.
Documentation of children’s work is of vital importance in the Reggio approach. Projects are documented as they develop through notes, recordings, drawings, photographs, video and many other different media; “educators use their professional interpretation of the evidence they have gathered to plan and support the possible next stages of a project” (Thornton and Brunton, 2003, p.17). This vast documentation is important so that parents are able to see how their children are developing and so that the children themselves “feel valued and take pleasure in the process of learning” (sightlines, website, 2003). Experience in Foundation Stage settings, shows that documentation of the children’s work is very important, as displays are made of pictures, models, writing, and many more forms of children’s work. Displays are formed quickly after the activity had been carried out and change regularly. They include all children’s efforts and celebrate their achievements.
The fourth area of great importance in the Reggio philosophy is the Learning Environment. “The interaction between the environment, the children and the resources they use, is regarded as an important ‘relationship’ within the Reggio philosophy” (Thornton and Brunton, 2003, p.17). The environment is described as the ‘third teacher’. The importance placed on the environment links to the Montessori approach and the ‘Prepared Environment’ she advocated. The natural design and materials used in the Reggio environment links to the Steiner’s ideas about what the early years environment should be like. Classrooms are built “off a central piazza, a space for meetings and encounters” (Thornton and Brunton, 2003, p.17) and each room has an ‘atelier’, a creative workshop area. The dining room is in a central place in the school “reflecting the importance placed on preparing and sharing food” (Thornton and Brunton, 2003, p.17). Space and light are very important in the Reggio classrooms; “space is designed to encourage encounters, communication and relationships” (sightlines website).
In the Foundation Stage, the environment is also deemed very important to children’s development: “For children to have rich and stimulating experiences, the learning environment should be well planned and well organised” (QCA, 2000, p.12). From practical experience it is clear that strong emphasis is placed on the learning environment, both indoors and outdoors.
The fifth area of great significance in the Reggio approach is Reflective Practice. The “education provided by the pre-schools is regarded as an on-going educational project” (Thornton and Brunton, 2003, p.17). Just as they are trying to encourage children to be researchers, adults “see themselves as researchers, and are engaged in continuous on-going training and theoretical exploration” (Rinaldi, 2003).
