The Role of Teachers in the Reggio Emilia Approach
In the Reggio Emilia Approach, children are seen as competent and active participants in their own learning. As a result, teachers take on a collaborative and co-learning role, rather than a traditional authoritative one (Edwards, 1997; Gandini, 1993; Rankin, 1997). Children are viewed as capable individuals who construct knowledge through their own actions and interactions (Stager, 2002; cited in Aslan, 2005).
A Reggio Emilia teacher serves as a guide who creates an environment where children can explore, develop ideas, and design projects. Teachers actively engage in learning journeys alongside children. Projects in Reggio Emilia classrooms are shaped by children's interests and enriched by their evolving ideas (Rankin, 1992; cited in Hewet, 2001).
According to Neugebauer (1998), Reggio Emilia teachers dedicate their full energy to the learning process (cited in İnan, 2007).
The Reggio Emilia Teacher's Perception of the Child
Before anything else, Reggio Emilia teachers must reflect on how they perceive children and what kind of image they hold of them.
✔ They see children as thinkers, theorists, and creative individuals who express themselves in multiple ways.
✔ They adopt a personalized approach, considering each child's unique characteristics.
✔ They shape learning environments according to children's needs (İnan, 2007).
Education in Reggio Emilia schools is based on enhancing children's innate ability to communicate with the world. A teacher's role is to support and extend these natural capabilities.
One of the key reflections of this philosophy is the daily morning dialogues between teachers and children. These conversations:
✔ Teach children to respect others' ideas and preferences.
✔ Offer opportunities for teachers to listen to children's thoughts when planning daily activities.
✔ Allow learning processes to be shaped based on children's interests (Bennett, 2001; cited in Kalıpçı, 2008).
Flexibility and Observation in the Reggio Emilia Teaching Approach
Reggio Emilia educators do not see teachers as mere transmitters of knowledge; instead, they are facilitators of the learning process. Thus, lesson plans remain flexible.
✔ Teachers observe what children are interested in during projects.
✔ They analyze how children interact with materials.
✔ These observations help assess creativity levels and the nature of children's questions.
According to Vecchi (1998), Reggio Emilia teachers are not just educators but also artists, researchers, and collaborators, working alongside families, administrators, and community members.
✔ Teachers do not follow a hierarchical structure; instead, they work collectively on equal footing.
✔ Their professional development is continuously supported by pedagogues (Gandini, 1997; cited in İnan, 2007).
The Teacher as a Guide and Researcher
According to Malaguzzi (1993), teachers should act as guides who direct learning based on children's questions and interests. However, they must also adopt the role of researchers, observing, listening, and analyzing children's development.
✔ Teachers gather data through observation of children's learning processes.
✔ They pay attention to children's expressions to understand their interests.
✔ They develop strategies to guide children's projects (cited in Hewet, 2001).
Rinaldi (1998) emphasizes that teachers are not authoritative figures but co-learners who engage in the learning process alongside children. There is no one-way transmission of knowledge because children are seen as strong, capable, and unique individuals (İnan, 2007).
The Characteristics of a Reggio Emilia Teacher
Teachers working in Reggio Emilia schools must undergo comprehensive training on the Reggio Emilia philosophy.
✔ They must fully internalize this approach.
✔ Instead of simply educating children, they learn alongside them.
✔ They document learning processes objectively (Yayla, 2004; cited in Kalıpçı, 2008).
One of the most significant aspects of this approach is the use of the documentation method to record children's learning experiences.
✔ Extensive data is collected to track children's learning journeys.
✔ Artworks, videos, and children’s interactions are photographed and analyzed.
✔ These records are shared in exhibitions to illustrate the learning process (Edwards et al., 1993; Gandini, 1993; cited in Hewet, 2001).
According to Malaguzzi (1998), teachers should understand children's ideas and help them make connections between concepts to develop their thinking (cited in İnan, 2007).
Gandini (1973) asserts that Reggio Emilia teachers must continuously evolve, as schools and educational programs within this approach are in a constant state of renewal (cited in Hewet, 2001).
