Reggio Emilia approach: what you need to know

Few educational philosophies have influenced early childhood education as profoundly as the Reggio Emilia approach. Born in the small Italian city that gives it its name, this method has spread across the world, inspiring teachers, schools, and parents who believe that children are capable, curious, and full of potential from the very first years of life. 

For educators looking to renew their teaching practice, understanding the Reggio Emilia approach is more than a matter of professional curiosity. It offers a coherent vision of the child, the environment, and the role of the teacher that can transform daily classroom life. In this article, you will find a clear overview of the philosophy, its historical roots, how a Reggio classroom looks and functions, how it compares to Montessori, and why it continues to inspire preschools around the globe.

What is the Reggio Emilia approach?

The Reggio Emilia approach is an educational philosophy developed after World War II in the town of Reggio Emilia, in northern Italy, under the guidance of pedagogist Loris Malaguzzi and the local community of parents and teachers. It focuses on early childhood education, typically from birth to six years of age, and views the child as a competent, capable, and active protagonist of their own learning.

At the heart of this approach lies the belief that children have “a hundred languages”, a metaphor coined by Malaguzzi to describe the many ways children express themselves and understand the world: through words, movement, drawing, painting, sculpture, music, drama, and much more. Education, therefore, is not about transmitting knowledge from adult to child, but about nurturing exploration, dialogue, and expression.

Key principles of the Reggio Emilia approach include:

• the image of the child as strong, curious, and full of potential;
• the environment as the “third teacher”, thoughtfully designed to invite exploration;
• project-based learning driven by children’s interests and questions;
• documentation of learning processes through photographs, notes, and children’s work;
• collaboration among children, teachers, families, and the wider community.

The historical and cultural roots

The approach emerged from a community effort to rebuild education after the destruction of war. Parents wanted schools that would raise children capable of critical thinking and democratic participation.

This social and political origin still shapes the philosophy today: Reggio-inspired schools emphasize dialogue, respect, and civic engagement as core values.

What does a Reggio classroom look like?

A Reggio classroom is intentionally designed to feel more like a welcoming home or a creative studio than a traditional school. Natural light, plants, mirrors, natural materials such as wood, clay, and fabric, and open spaces characterize the environment. Every element is placed with purpose, because the environment itself is considered a teacher.

Typical features of a Reggio classroom include:

• an atelier, or art studio, where children explore materials and express ideas visually;
• a piazza, a central common area where children from different groups meet and interact;
• low shelves and accessible materials, encouraging autonomy and free choice;
• documentation panels displaying children’s projects, quotes, and photographs;
• natural and recycled materials rather than plastic toys with predetermined uses.

The atmosphere is calm, aesthetically pleasing, and stimulating. Children move freely, work in small groups, and engage in long-term projects that can last weeks or even months. Many Reggio-inspired settings also foreground sustainability and the use of natural resources.

The role of the teacher in a Reggio classroom

What is the role of the teacher in a Reggio classroom? The teacher is neither an instructor delivering lessons nor a passive observer. Instead, the educator acts as a co-learner, researcher, and guide, walking alongside the children in their investigations. Teachers often adopt coaching and facilitation skills in order to support inquiry.

Reggio teachers listen carefully, ask open-ended questions, and observe how children think and interact. They document learning processes in detail — through photographs, videos, transcripts of conversations, and collections of children’s work — in order to reflect on them, share them with families, and design new provocations that extend children’s inquiry.

In addition, teachers work in pairs or teams, meeting regularly to discuss observations and plan together. Many Reggio-inspired schools also include the figure of the atelierista, an educator with an artistic background who supports creative and expressive exploration, and the pedagogista, who coordinates pedagogical reflection across the school.

The Reggio Emilia approach is included among Erasmus+ professional development courses for teachers and educational staff wishing to deepen their knowledge of this innovative pedagogical methodology, complemented by additional evidence-based tools for establishing increasingly dynamic and forward-thinking learning environments.

Reggio Emilia approach vs Montessori

The Reggio Emilia approach and the Montessori method are often compared because both originated in Italy, both respect the child as a capable learner, and both prioritize hands-on experience. However, they differ in several important ways.

Similarities

• Both view the child as an active, competent learner.
• Both emphasize prepared, aesthetically pleasing environments.
• Both value independence, respect, and self-directed exploration.
• Both minimize the use of standardized testing and traditional rewards.

Key Differences

• Curriculum structure. Montessori follows a carefully sequenced curriculum with specific didactic materials designed by Maria Montessori. Reggio Emilia has no fixed curriculum; learning emerges from children’s interests through emergent, long-term projects.
• Materials. Montessori uses specific, self-correcting materials with defined purposes. Reggio classrooms use open-ended, natural, and often recycled materials that can be used in countless ways.
• Role of art and expression. In Reggio, artistic expression is central and integrated throughout learning, supported by the atelier. In Montessori, art is present but not as central as practical life and academic materials.
• Group work. Reggio strongly emphasizes collaboration and group projects. Montessori tends to favor individual work with materials, though social interaction is encouraged.
• Role of the teacher. Montessori teachers observe and present materials at the right developmental moment. Reggio teachers actively co-construct knowledge with children through dialogue and documentation.

Which is better, Montessori or Reggio Emilia?

There is no objective answer to which approach is better: the choice depends on the child, the family, and the educational context.

• Montessori may suit families who value structure, sequential learning, and clearly defined materials.
• Reggio Emilia may appeal to those who prioritize creativity, collaboration, and flexible, project-based learning.

Many contemporary schools and preschools actually integrate elements from both philosophies, along with other progressive approaches, to create rich learning environments. 

Reggio Emilia in preschools around the world

Although born in a specific Italian city, the Reggio Emilia approach has inspired thousands of preschools and early childhood centers across Europe, North America, Asia, and Oceania. Schools cannot be officially “certified” as Reggio Emilia, because the approach is deeply tied to its local community; instead, institutions describe themselves as Reggio-inspired, adapting the principles to their own cultural and social context.

For teachers, discovering and experiencing the Reggio Emilia approach firsthand — through study visits, training courses, and professional exchanges — can be a transformative step in their career, offering new tools to see children, design learning environments, and rethink the very meaning of education.