Parents who want their child to be a good citizen may choose a Reggio Emilia school or preschool. Children learn all about cooperation through the many projects, particularly how to solve problems and resolve conflicts. The educational approach continues to excite and challenge students who are empowered through exploration, a self-guided curriculum and co-learning with their teacher to explore the world around them as they develop higher-order thinking, analysis and synthesizing skills.
Reggio Emilia is an approach to early childhood education. Yet, as mentioned, the approach is neither universal nor set in stone. Schools adapt it in different ways according to the needs of their children and communities. This means that different schools tend to have different classroom policies and practices.
Reggio-inspired schools aim to produce the ideal environment for children. Plenty of attention is given to the look and feel of the classroom. The Reggio Emilia classroom is warm and welcoming. It promotes open communication, interaction, and relationships. It also fosters active learning and problem-solving. “There is attention to detail everywhere: in the colour of the walls, the shape of the furniture, the arrangement of simple objects on shelves and tables. Light from the windows and doors shines through transparent collages and weavings made by children. Healthy green plants are everywhere. Behind the shelves displaying shells or other found or made objects are mirrors that reflect the patterns that children and teachers have created.” The Reggio Emilia classroom is also personal. For instance, small boxes made of white cardboard are placed on the wall. The name of a child or teacher is printed on each box. The boxes are used to leave little messages and surprises for each other. This promotes the sharing of thoughts and feelings. Finally, the classroom is full of children’s work. Everywhere are paintings, drawings, sculptures, collages, mobiles, and more. Although this display is pleasing, it’s not mere decoration. As G.S. Morrison points out (2010), it’s meant “to show and document the competence of children, the beauty of their ideas, and the complexity of their learning process.”