LITTLE LEARNING HOUSE EMBRACES

THE REGGIO EMILIA APPROACH TO CHILD CARE

The Ontario government released The Early Years Study on April 20, 1999.  This study concluded that during the early years of life the brain's billions of cells are poised to make connections.  Neuroscience and human development studies show that early initiatives promoting child development through stimulation such as adult interaction, sight, sound, touch, smell and taste affect not only the number of brain cells and the connections between them, but also the way in which these connections are 'wired'. The influence of a child's early environment on the developing brain is dramatic, rapid and long lasting. Little Learning House has always understood the importance of young children preparing their minds and making neural connections for future learning. Embracing the Reggio Emilia approach to Early Childhood Education is allowing us to provide this for children in a welcoming, secure environment.  This model was developed in Reggio Emilia, Italy, home of some of the best preschools in the world.  After learning about various types of curriculum, it was easy to conclude we fell naturally into the Reggio Emilia inspired approach.  The teachers at Little Learning House have always considered children capable, competent and full of potential.  We have now embraced this further by providing an environment where children have more freedom to create their own learning experiences not limited by a set curriculum or time table.  We take a more guiding role, allowing the children to follow their own interest, respecting their views without imposing ideas. 

Children are naturally interested in things worth knowing more about, and the Little Learning House teachers are there to help them explore these interests in a rich flexible environment.  The centre has always had a homey atmosphere, but by adding more real life items, reflective surfaces and interesting art media the environment has been enhanced to provide for discovery in the most comfortable surroundings.  The children can express their own ideas through meaningful activities and a wide variety of media, taking advantage of all of their senses.

One of the most enlightening practices incorporated from the Reggio Emilia approach has been documentation of the children's experiences as a standard part of the classroom.  Documentation includes photographs and written reflection of the children's conversations, activities and explorations.  The documents reveal how children plan, carry out and complete work, as well as how they communicate and learn socially.  Although intimidating at first, this has become one of the most enjoyable facets.  By becoming true observers of the way children learn, we are learning from and with the children.  The observations of children's discussions and explorations lead us to inferences that set the tone of the curriculum.  Documentation has become collaborative research, shared as a team, to interpret the needs of the children and to report on their progress. Documentation is used to formulate hypotheses, predictions and projections about future learning experiences proposed to the children. The children are, therefore, directing their own learning experiences; enhancing or changing the curriculum as they are observed.  It helps us to expand and diversify our view of the child and allows us to help the children excel within this most flexible structure.  As we review the documentation with the children, revisiting their experiences and allowing them to share in this way in the experiences of their friends they are able to expand their interests and understand how much we value everything they do.  Sharing documentation with the parents allows them to see how their children are learning, along with what they are learning.  Parents get an entertaining glimpse into their child's everyday experiences and interactions.

The Early Years Study also concluded stress inhibits the formation of brain connections.  Stress has been reduced for both the children and the teachers by incorporating the Reggio Emilia approach.  More choice and less rigid scheduling has allowed for more creativity.  The children have a predictable routine that incorporates their being allowed to change activities and utilize the entire centre at their leisure.  For instance, a child who is busily exploring colour while painting in the creative room will not be interrupted because 'creative time' is over for their group; and a child who wants to do a quick drawing of his family will not be made to stay and occupy themselves in a room they no longer have any interest in.  Children are inspired by their teachers and allowed to go in their own direction to learn more.  As teachers, we understand our role is to help children build a framework for the future that prepares them for life long learning.  The most important thing a child leaves Little Learning House with is a love for learning and a desire to explore the world.  Each day we learn more about what it means to follow the view of a child.  We look forward to our journey with the children into an early childhood education program that emphasizes the power, capability and individuality of young children. 

Come explore our learning environment.  Full and part time child care spaces are presently available and tours can be arranged by calling the centre.