History of the Reggio Emilia Approach
History of the Reggio Emilia Approach
Reggio Emilia is a city in northern Italy, founded by the Romans in the 2nd century BCE. Located along the historic Roman Road, it extends across the Emilia-Romagna region from east to west. With a population of four million, this region is one of Italy’s wealthiest and most developed areas, known for its strong social support systems (Cadwell, 1997).
According to Malaguzzi (1998), the history of Reggio Emilia schools dates back to the end of World War II, in 1945. In the village of Villa Cella, miles away from the city center, a group of dedicated families and community members built the first Reggio school. Using materials transported by boats from a nearby river, they worked tirelessly to construct a school that embodied their vision for a better future. This effort reflects how the Reggio Emilia Approach was shaped by community involvement and the dedication of educators (İnan, 2007).
İnan (2012) explains that these volunteer groups believed in the value of children and their right to the best education. Determined to create the ideal learning environment, they repurposed materials from the war's devastation. The Reggio Emilia schools became a prime example of community participation in early childhood education. Families and society played active roles not only in constructing school buildings but also in shaping the curriculum and learning environments. This level of involvement is a defining feature that distinguishes the Reggio Emilia Approach from other early childhood education models.
At its core, Reggio Emilia is a community-driven movement. Due to its historical, cultural, and political background, this approach was deeply shaped by the interaction between children, educators, and families.
The Role of Loris Malaguzzi in Reggio Emilia Education
Loris Malaguzzi, the founder of the Reggio Emilia educational philosophy, developed this approach in response to Italy’s standardized education system, which overlooked children's individual differences. After working as a teacher for seven years, he left his position to pursue research in psychology. Upon returning to Reggio Emilia, he joined a municipal psychological counseling center, where he supported children struggling with education.
During this time, Malaguzzi worked at the counseling center in the mornings and dedicated his afternoons and evenings to small community-run schools (Edwards, Gandini & Forman, 1998; Aslan, 2005). Teachers in Reggio Emilia schools initially followed traditional educational methods but soon realized that children were capable of learning independently. Under Malaguzzi’s guidance, the learning and teaching process took on a new meaning (Rankin, 2004; İnan, 2007).
Malaguzzi gathered a team of highly motivated, creative, and passionate educators with diverse educational backgrounds. His collaborative, hardworking, and determined nature inspired others, and he strongly believed in the idea that "the best knowledge about children comes from children themselves." This belief became one of the core principles of the Reggio Emilia philosophy (Edwards, Gandini & Forman, 1998; Aslan, 2005).
