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New name. New location. Same great preschool.

Reggio Approach

The staff and volunteers at Kingsland Community Preschool view our children as imaginative, strong and capable of directing their own learning according to their individual needs and interests.


Inspired by the teaching practices and methodologies of the Reggio Emilia preprimary schools in Italy, children are given ample opportunities to explore ideas and to express themselves creatively using a variety of objects and materials.


They are encouraged to collaborate and work together on various projects throughout the year. These experiences allow children to learn to negotiate and solve problems. They learn to deal with conflict and failure and they experience the joy of success in completing project work.


Reggio Emilia philosophy

The Reggio Emilia philosophy is based upon the following set of principles:

  • Children must have some control over the direction of their learning;
  • Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;
  • Children have a relationship with other children and with material items in the world that children must be allowed to explore and
  • Children must have endless ways and opportunities to express themselves.


The roots of Reggio

Shortly after World War II, Loris Malaguzzi, a young teacher and the founder of this unique system, joined forces with the parents of this region to provide childcare for young children. Inspired by the need for women to return to the workforce, this education system has developed over the last 50 years into a unique program that has caught the attention of early childhood educators worldwide.


The Reggio Emilia approach to teaching young children puts the natural development of children, as well as the close relationships that they share with their environment, at the center of its philosophy.


The foundation of the Reggio Emilia approach lies in its unique view of the child. In this approach, there is a belief that children have rights and should be given opportunities to develop their potential.


Influenced by this belief, the child is beheld as beautiful, powerful, competent, creative, curious, and full of potential and ambitious desires.The child is also viewed as being an active constructor of knowledge. Rather than being seen as the target of instruction, children are seen as having the active role of an apprentice.


This role also extends to that of a researcher. Much of the instruction at Reggio Emilia schools takes place in the form of projects where they have opportunities to explore, observe, hypothesize, question, and discuss to clarify their understanding.


Children are also viewed as social beings and a focus is made on the child in relation to other children, the family, the teachers, and the community rather than on each child in isolation.


Find out more about the history of Reggio and early childhood education today, by clicking here.