The Image of the Child in the Reggio Emilia Approach
In Reggio Emilia schools, all children are viewed as capable, curious, imaginative, and eager to engage with their surroundings through collaboration (Gilman, 2007; Kalıpçı, 2008). Children construct knowledge through their own actions and interactions with others. Unlike traditional perspectives that see children as blank slates (tabula rasa) to be filled with knowledge, Reggio Emilia recognizes that children are naturally ready to learn when given the right opportunities (Akdağ, 2006; Kalıpçı, 2008).
Firlik (1994) emphasizes that children have fundamental rights, including access to quality schools, strong structures, qualified teachers, proper timing, and effective activities. These rights support the idea that children should be viewed as strong, competent individuals full of potential. In the Reggio Emilia Approach, children are not passive recipients of knowledge, but rather active learners who collaborate, ask questions, and find solutions.
Learning is not something done to a child, but rather a process actively carried out by the child. Malaguzzi (1994) described children as the architects of their own learning (Hewet, 2001).
Malaguzzi (1998) emphasized learning from children rather than teaching them and believed that children should engage in inquiry-based learning beyond traditional methods (İnan, 2007).
Children as Natural Researchers
Loris Malaguzzi, the founder of the Reggio Emilia Approach, developed this educational philosophy by drawing inspiration from Dewey, Piaget, Vygotsky, Bruner, and experts in neuroscience.
✔ Piaget (1973) argued that an open-ended exploration process naturally leads children to knowledge, making learning more permanent (Arslan, 2005).
✔ Inspired by Dewey, Malaguzzi saw children as natural researchers, basing the Reggio Emilia Approach on learning through experience.
✔ Staley (1998) observed that children question their environment, develop hypotheses, predict outcomes, and gain experience through exploration (Hewet, 2001).
In Reggio Emilia schools, children question, investigate, explore, and construct their own knowledge. This view aligns with the image of a scientist rather than a passive learner (Forman, 2005; İnan, Trundle, Kantor, 2010).
✔ Through Reggio Emilia projects, children take on roles such as scientists, composers, painters, writers, and inventors, immersing themselves in the discovery process.
✔ They express their experiences through artistic skills, finding unique ways to externalize their learning (Cadwell, 2003).
Children Construct Their Own Thoughts
Children are naturally capable of developing their own theories about the world. They:
✔ See exploration and research as a natural process.
✔ Learn how to collaborate and work in teams.
✔ Become more engaged in learning when they feel that their ideas are valued by adults and peers.
Thornton and Brunton (2009) emphasize that children should not fear making mistakes, as this process enhances their confidence and creativity.
Children as Both Researchers and Social Beings
Beyond their role as researchers, children are also social beings.
✔ Malaguzzi (1993) highlighted that the Reggio Emilia Approach supports children in constructing knowledge collaboratively with peers and adults.
✔ In the concept of "The Hundred Languages of Children," Malaguzzi emphasized that children have unique modes of expression, which are critical for their exploration of the world (Edwards et al., 1993; Hewet, 2001).
✔ Learning is enriched when children are allowed to communicate freely, interact within their social environment, and express themselves in their own way.
The Reggio Emilia Approach fosters an educational environment where children are not passive learners, but active researchers, social individuals, and creative thinkers, making it one of the most progressive philosophies in early childhood education.
