Fundamental Principles of the Reggio Emilia Approach
The Reggio Emilia Approach has been significantly influenced by Jean Piaget and Lev Vygotsky's educational theories. Its project-based learning model is rooted in Piaget’s concept of active learning and constructivism, where children build their own knowledge. Additionally, it aligns with Vygotsky’s sociocultural learning theory and the Zone of Proximal Development (ZPD), which suggests that teachers should challenge students just beyond their current abilities while guiding them through the learning process (Mooney, 2000; cited in İnan, 2012).
According to Moulds (1996), constructivist learning theory emphasizes children’s active participation in the learning process, which directly aligns with Vygotsky’s views. The ZPD principle highlights the importance of timely teacher intervention to support students' learning progress, particularly when their curiosity and engagement are at their peak.
Malaguzzi also stressed the strong connection between thought and language, explaining how children generate ideas, plan, and implement them. This link between cognitive and linguistic development helps us understand how children construct knowledge and the role of their learning environment (New, 1993; cited in İnan, 2012).
Vygotsky argued that learning cannot be separated from personal experiences and social interactions. The environment, peers, and interactions with others play a critical role in children's learning processes (İnan, 2012).
Similarly, Piaget believed that learning is not solely an internal process nor merely the intake of external information. Instead, he emphasized that children construct knowledge through interactions with their environment. Engaging with both living and non-living elements stimulates children's curiosity and shapes their learning experiences. According to Piaget, the best way to teach children is to keep their curiosity alive and expose them to intellectually stimulating environments (Mooney, 2000; cited in İnan, 2012).
Reggio Emilia theorists integrated Piaget’s cognitive and moral development stages into their educational framework. Additionally, Vygotsky’s belief that adults should play an active role in children's learning became one of the fundamental principles of the Reggio Emilia educational philosophy (Epstein, 1999).
Based on these perspectives:
✔ Children learn more effectively in social environments.
✔ They internalize knowledge better through peer interactions.
✔ Teachers should serve as facilitators in the learning process.
This perspective shaped the fundamental philosophy of the Reggio Emilia Approach, which considers child development from a genetic, structuralist, and ecological perspective (cited in Çiftçi & Sünbül, 2005).
Relational Education and Children's Social Development
According to Malaguzzi (1998), the relationships among children, parents, teachers, and the community are central to education. Learning is not merely about transmitting knowledge; it is also a shared process of life and relationships.
✔ Communication is essential in children's learning.
✔ Encouraging verbal expression helps children make sense of the world.
✔ Children should have spaces where they can freely express themselves.
Rinaldi (1998) noted that children are naturally flexible, highly capable, and eager to communicate with others. They have a natural tendency to socialize, construct knowledge actively, and take advantage of their environment (cited in İnan, 2012; Gandini, 1997).
The Reggio Emilia philosophy views children as young scientists who:
✔ Are naturally curious, explore, and investigate.
✔ Learn through inquiry and questioning.
✔ Construct knowledge through hands-on experiences.
Forman (2005) describes children in Reggio Emilia schools as active researchers, continuously exploring and making discoveries (cited in İnan, 2012).
Assessment and Student Development in Reggio Emilia Schools
Palentis (1994) observed that traditional exams and assessment systems are not used in Reggio Emilia schools. Instead, the focus is on:
✔ Creating a learning environment where every child is believed to be capable of learning.
✔ Highlighting students’ strengths rather than their weaknesses.
✔ Helping each child discover their individual potential.
This approach also offers a new perspective for children with special needs (cited in İnan, 2012).
During Cadwell’s internship at Diana School, she noted that the integration of ideas, materials, and space has been a core principle of Reggio Emilia schools for over 30 years. This model continuously evolves through interactions among children, teachers, and parents.
The Reggio Emilia philosophy places aesthetic and sensory experiences at the center of early childhood education. According to Cadwell, Italian cultural aesthetics are deeply embedded in Reggio Emilia schools, where:
✔ Cleanliness and organization are priorities.
✔ Handcrafted and natural materials are widely used.
✔ Learning environments are designed to enhance visual aesthetics.
✔ Children’s and teachers’ expressions are displayed on bulletin boards, integrating them into the learning process.
Through these principles, Reggio Emilia is not just an educational model but a way of life, allowing children to discover themselves and the world around them (Cadwell, 2011).
