Marjorie Mann  is inspired by the Reggio Emilia Approach our children are provided with a program that gives them equal opportunity to reach their unique maximum potential through independent choices of activities and materials in order to experiment, use their imagination, foster their curiosity and allow discovery and research into topics of interest.
The name Reggio Emilia comes from the city of the same name in Italy.  Loris Mallaguzzi the pioneer of the Reggio Emilia Approach was a primary school teacher who later went onto study psychology.  Reggio was conceived after World War II when the women of Reggio wanted to build a school literally from the rubble of the devastated town.
Over time Mallaguzzi and other Educators in Reggio gathered their ideas and opinions from many sources.  It takes from and gives respect to the works of Dewey, Piaget, Vygotsky and Montessori to name a few.
The Reggio Emilia Approach to early education is based on the belief that children are powerful people, full of desire and ability to grow up and construct their own knowledge.  Children have not just the need, but the right to interact and communicate with one another and with caring respectful adults.  At the centre of the Reggio Approach is the child.  Teachers of this method see their students as “full of potential, competent and capable of building their own theories”.
Every corner of every space has an identity and a purpose, is rich in potential to engage and to communicate, and is valued and cared for by children and adults.  ”The design and use of space encourages encounters, communication, and Relationship (Gandini, 1993) 

The Reggio Approach is unique to Reggio Emilia in Northern Italy.  It is a philosophy not a method and therefore no two Reggio centres will or should look the same.  We have adapted the approach to be specific to our environment and the needs and interests of our children and the community.


Loris Malaguzzi     Founder of the Reggio Emilia Approach

Loris Malaguzzi

Founder of the Reggio Emilia Approach

One Hundred Languages of Children

The child is made of one hundred.
The child has a hundred languages,
A hundred hands,
A hundred thoughts,
A hundred ways of thinking,
Of playing of speaking,
A hundred always a hundred
Ways of listening
Of marvelling of loving,
A hundred joys
For singing and understanding
A hundred worlds
To discover
A hundred worlds
To invent
A hundred worlds
To dream.
The child has a hundred languages
(and a hundred hundred hundred more)
But, they steal ninety-nine
The school and the culture
Separate the head from the body.
They tell the child:
To think without hands
To do without head
To listen and not to speak
To understand without joy
To love and to marvel only at Easter and Christmas.
They tell the child:
To discover the world already there
And of the hundred they steel ninety-nine
They tell the child:
That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way. The hundred is there.