The Reggio Emilia approach to education is based on nine principles that inspire and guide teaching practices. Of the nine, the image of the child, I would argue, is the most important. Reggio educator CarlinaRinaldidefines it by stating that “the child is a producer of culture, values, and rights, competent in learning and competent in communicating with all the hundred languages.” Let’s unpack this.
Image of the child is a concept that powers all areas of the school community. It means that:
- We view children in a strength model, coming to us full of potential, not empty vessels for teachers to fill. (50)
- We create an environment that welcomes children with a sense of security and acceptance. (51)
- Children learn in relationship with the school environment and cultural context we create. (51)
- The hundred languages is another principle of the approach, which means that children are capable of expressing their learning when teachers provide the right materials. These languages or materials include, but are not limited to paint, wire, clay, writing, drawing, natural materials and found materials.
Evidence of a strong image of children can be found throughout the building and it is a concept that we continually strive to keep in the forefront of our teaching practices and program decisions.
Image of the childsuggests we honor who children are and strive to build relationships with them to inform teaching practices. The summer provocation that Jerrellfrom Discovery D and others completed is an example of honoring the image of children. Each classroom is busy using these provocations to build communities and uncover possible yearlong projects.
Image of the Childvalues children’s thinking and makes it visible to others. This holding board from Discovery B highlights what children know about writing. Teachers observed daily writing and found the K-1 writers can write words, match their pictures and words, attempt beginning sounds and can space their words. These developmentally appropriate concepts are used to elevate children’s work and plan individualized instruction. Observations, titles, dates and objectives help teachers, parents and children read the board and make meaning. Families are encouraged to visit the holding boards in classrooms.
Image of the child is a belief that children are capable and requires a continual dialogue to keep this principle in mind and in practice. I encourage you to look for other ways that a strong image of children can be found in our school community. Staff will be looking closely at this principle during our collaborative planning time this week too. If you would like to read more about this principle, the excerpts I have borrowed can be found in Bambini: The Italian Approach to Infant/Toddler Care, edited by LellaGandini and Carolyn Pope Edwards. If you’d rather talk about it, please contact me!
Sarah Cooper