What is your image of the Child?

1. The image of "rich" child

The ‘rich’ child is an active learner, ‘seeking the meaning of the world from birth, a co-creator of knowledge, identity, culture and values; a citizen, the subject of rights no needs; and born with "a hundred languages". The theory of the hundred languages of childhood refers "to the different ways children (human beings) represent, communicate and express their thinking in different media and symbolic systems." These many possibilities range from mathematical and scientific languages to the many poetic or aesthetic languages expressed through, for example, the use of music, song, dance or photography.

2. Learning and values

Learning for the rich child is understood to be a cooperative and communicative activity, in which children construct knowledge, make meaning of the world, together with adults and, equally important, other children. The destination of learning is open and uncertain, with a strong element of surprise and wonder. Learning has outcomes, but not all are predetermined and predictable. Values embraced by the image of the "rich" child include uncertainty, diversity, subjectivity, dialogue, democracy, and experimentation. For example, taking democracy as one fundamental value, Reggio's practice is conceived as a "participation - based project" where "everyone - children, teachers, parents - is involved in sharing ideas, in discussion, in a sense of common purpose. Such practice understands that reality is subjective, knowledge is partial, and "different readings of the world" - and not only that of the educator - are possible. Guided by the value of experimentation, i.e. a desire to bring something new to life, Reggio's practice represents a way of living and relating that is open-ended (avoiding closure), open - minded (welcoming the unexpected) and open - hearted (valuing difference).

3. Early Childhood Educator

The image of the "rich child" requires a transformation in the role of the early childhood educator: from a technician applying prescribed methods to produce predefined outcomes, to a reflective, democratic and "rich" professional. She or he needs to be attentive to "creating possibilities rather than pursuing predefined goals", assuming "responsibility to choose, experiment, discuss, reflect and change, focusing on the organisation of opportunities rather than the anxiety of pursuing outcomes, and maintaining in her work the pleasure of amazement and wonder".

4. Pedagogistas: experienced educators each working with a small number of early childhood centers to help educators depen their understanding ò learning processes and pedagogical work. 

5. Atelieristas are educators with background in visual arts. They develop the role of visual langues - including just some of the hundred languages in learning. They help connect the cognitive, expressive, rational and imaginative and bring an "aesthetic dimension" to learning processes. 

The atelier and atelierista are integral parts of the Reggio Emilia approach. The atelierista, a teacher with a background in the arts, works together with children in the atelier (studio). Together they will often embark on long-term projects and experiment with a variety of creative mediums. The atelier is a learning space and shared environment where children can express themselves through ‘the hundred languages’. This may be through singing, drawing, dancing, clay or natural materials. ‘The hundred languages’ represents the infinite potential where children can express their learnings, feelings and ways in which they comprehend the world.

6. Pedagogical tools

"Pedagogy of relationship and listening", in which the "rich" child learns through constantly creating, testing and re-creating theories, through processes of researching, experimenting, listening and dialoguing, always in relationship with other meaning-making subjects. 

• Project work: The project is always
• Pedagogical documentation