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what is a reggio emilia school
This story was originally published on Aug. 16, 2019 in NYT Parenting.
World War II was over and Italy was reeling. The government disbursed funds to towns in order to help rebuild their communities. And in the area surrounding the city of Reggio Emilia, citizens decided to invest in early childhood education: They built a school using the stone and timber from buildings destroyed during the war. A local educator, Loris Malaguzzi, would be the key figure in what the school, and the network of municipal infant centers and preschools that followed, became.
His approach springs from the notion that young children are capable of initiating their own learning, a philosophy that came to share the name of the region. The Reggio Emilia approach spread internationally, in part thanks to a 1991 Newsweek article heralding the schools, and today there are 1,200 individual members — educators and advocates — of the North American Reggio Emilia Alliance. Only schools in Italy are true Reggio schools. In the United States, the preschools, most of them private, that use the approach call themselves Reggio-inspired, and while many schools have sent representatives to Italy to study the system, there is no formal certification process for schools or teachers. Schools in the United States typically cover the traditional preschool years (3 to 4 years old, and often younger), and children leave when they go to kindergarten. While there is no strict checklist of attributes, there are some shared elements you can expect to find in a Reggio-inspired school.
Children can guide their own learning.
“Children aren’t empty vessels who need to be filled,” said Gabriela Garcia, executive director of the Reggio-inspired Grant Park Cooperative Preschool in Atlanta. Instead, the Reggio philosophy is that “children are competent, confident and capable beings from birth,” she said. But that doesn’t mean that preschoolers are in charge or that the schedule is a free-for-all. Instead, children follow their own interests within a framework of activities directed by the teachers. “The ball is being passed back and forth,” said Jane Racoosin, director of the Reggio-inspired Beginnings Nursery School in Manhattan.
Often, those explorations will occur when an educator sets up an experience for a small group of children and their reactions lead to a specific topic or theme. That topic can become a curricular thread that is followed for weeks or months. Sarah Wheeler, a Manhattan mother of two current Beginnings students and one graduate, said that even when her children passed through the same classrooms, with the same teachers, the curriculums were different. One child’s class explored sound and music-making, including building their own instruments, as well as planning and building their own multi-tiered garage as a group. When another child was in the same class, they focused on textures, including creating them, measuring them and identifying them in and out of school. That led to learning about Braille and the five senses. Ashley Marotta, in Boulder, Colo., is the parent of three children, one of whom graduated from a Reggio-inspired school and one who will enter her final year at the Reggio-inspired Boulder Journey School this fall. Her youngest child was in a class that focused on the local library after they walked there to visit. When the community was invited to give feedback on a proposal for a new library, some of the kids attended a meeting, advocating for space for babies and room for wheelchairs.
In that way, the curriculum emerges organically as opposed to top-down, in partnership with the children, and within the context of the community. So instructors at Reggio-inspired schools are flexible and don’t start the year with a preconceived notion of what will be taught or when.
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Admission to Unimore, Università degli studi di Modena e Reggio Emilia
Admission procedure and requirements depend on which programme you are interested in.
Programmes
Bachelor’s degree (Laurea) and Single Cycle Master’s degree (Laurea magistrale a ciclo unico)To join a Bachelor’s degree or Single-Cycle Master’s degree you must have a five-year high school diploma (as an Italian qualification) or a certificate testifying the successful completition of a period of schooling of at least 12 years (as a foreign qualification). Some degree programmes have limited access and entry is determined by passing a competitive examination.Single Cycle Master’s degree in MedicineTo join the six year single-cycle master’s degree programmes in Medicine and Surgery and in School of Dental Medicine you must have a five-year high school diploma (as an Italian qualification) or a certificate testifying the successful completition of a period of schooling of at least 12 years (as a foreign qualification). Both degree programmes have limited access and entry is determined by passing a competitive examination. Admission procedures to these programmes are specified each year by the Ministry of Education University and Research (MIUR).Master’s degree (Laurea Magistrale)To join a master’s degree programme you must have a bachelor’s degree. A Commission for each programme will evaluate whether your bachelor’s degree fulfils all the requirements necessary for enrolment. In addition the Commission will evaluate whether you have the necessary complementary skills to be admitted to the master’s degree course.Post Graduate studiesUnimore offers postgraduates opportunities for advanced study and research in a wide range of disciplinary fields. They include:
- Doctoral research programmes
To join a doctoral research programme you must have a Master’s degree. Admission is based on an examination. A call for applications to the PhD Programmes is published every year in June. - Specialisation schools
To join a specialisation school you must have a master’s degree. Admission is based on an examination. A call for applications is published every year in summer. - Short masters programmes
These programmes have their own regulations and admission procedures.
university of modena and reggio emilia tuition fees
Fees and Scholarships
Before deciding on a degree programme, it is important to estimate how much academic life will cost you. For this, you have to take into account tuition fees, living expenses in the city of Modena or Reggio Emilia, and whether you think you will be eligible for a scholarship and/or student benefits.
You contribute to the cost of your education by paying tuition. The tuition fees are calculated based on the Economic Situation Indicator value with special subsidies in relation to the right to higher education, provided that the online application is submitted within the deadlines.
The amount you pay depends on:
– the degree programme you choose;
– the merit requirement as number of ECTS you achieved in the previous Academic Year, if any (from 11 August to 10 August of the following year)
UNIMORE offers students reductions in tuition according to their financial situation. With an Indicator of the Equivalent Financial Situation (ISEE) not higher than € 23,000, first year students and students that meet merit requirements are totally exempted from paying tuition fees. Above this threshold, the amount increases in proportion to the Indicator of the Equivalent Financial Situation value.
The tuition fee simulator is available. By entering the value of Indicator of the Equivalent Financial Situation and the Degree programme you choose, you will be able to calculate the amount of your tuition fees.
Approximate tuition costs per academic year are indicated in the table below (to see how degree programmes are organized, see the Degree Programme Structure page).
Tuition fees
| Degree programmes | Fees per academic year |
|---|---|
| Bachelor’s programmes (Lauree) | min. €660 – max. €1,800 |
| Bachelor’s programmes in Dental Hygiene | min. €1,100 – max. €2,300 |
| Master’s programmes (Lauree magistrali) | min. €660 – max. €2,000 |
| Single-cycle master’s degree programmes (Lauree magistrali a ciclo unico) | min. €660 – max. €1,950 |
| Single-cycle master’s degree programme in Dental medicine | min. €800 – max. €3,200 |
| Doctoral research programmes (Dottorati di ricerca) | min. €450 – max. €1,500 |
| Specialisation Schools | min. €900 – max. €1,700 |
| Vocational master programmes (Master di I livello) | min. €1,500 – max. €5,000 |
| Advanced master programmes (Master di II livello) | min. €1,500 – max. €5,000 |
Each year, tuition fee must be paid in four instalments:
- the first instalment at the time of enrolment;
- the second instalment before the end of November;
- the third instalment before the end of February;
- the fourth instalment before the end of April.
Penalties are charged in case of late payments.
While enrolled in UNIMORE, students are entitled to insurance coverage for personal accidents and third party liability. Third party liability insurance is also valid for medical students working in hospitals.
Indicator of the Equivalent Financial Situation
International students who apply for a scholarship or tuition fees reduction are required to submit a declaration confirming their financial situation and assets. This documentation must be translated into Italian and legalised by the Italian Embassy or Consulate in the place of origin, or apostilled where required.
The documents must indicate:
- a) composition of the household: a certificate attesting the family membership and its composition
- b) the working activity practised in the previous year by each member of the household
- c) the income value earned in the previous year
- d) a certification of all the real estate properties owned by each member of the household, attesting the real estate area in square meters
- e) the amount of any residual mortgage on the family home and/or other buildings
- f) the amount of any other assets, owned by each family member
- g) a document certifying the student’s invalidity or disability
Please, check here the detailed list of required certificates that must be indicated in the financial situation and assets document: www.er-go.it/index.php?id=6620
If the Indicator of Equivalent Financial Situation is not submitted within the deadlines, no scholarships or other student benefits can be requested.
Scholarships
UNIMORE offers scholarships, tuition fees exemption or reduction and other benefits to all its students.– ER.GO. scholarshipsER.GO. scholarships are a financial support to students, provided on a competitive basis. The scholarship application must be submitted every Academic Year within the deadlines set out in the call for application.
The scholarship’s amounts may vary based on:
˙ financial situation of the student’s household.
˙ place of residence or domicile.
To be eligible for ER.GO. scholarship, students must apply online and:
– enrol in the University within the deadlines;
– meet the economic and merit requirements stated in the call for scholarship application;
– submit the application within the deadlines indicated in the call for scholarship application.
The call for scholarship application provides all the information needed to apply and it is published every year in July on ER.GO. website.
Students can apply for scholarships on www.er-go.it even before the enrolment.- NO TAX AREA exemptionUNIMORE exempts students from the payment of tuition fees if they meet specific requirements:
˙ Indicator of Equivalent Financial Situation not higher than € 23,000;
˙ Merit requirement as number of ECTS achieved by the student in the previous Academic Year, if any
Students will only have to pay € 159.05, which includes regional tax, stamp duty and insurance.
Students must apply online within the deadlines; students may also apply before the enrolment.- Tuition fees reductionBeyond the Economic Situation Indicator threshold of € 23,000 and up to € 45,000, tuition fees are calculated progressively and differentiated based on the specific degree programme.
Students must apply online within the deadlines; students may also apply before the enrolment.- TOP STUDENT exemptionTOP STUDENT exemption is a total merit-based exemption for students enrolled in the first year of a Master’s programmes. UNIMORE exempts students enrolled for the first year of a Master’s programme from the payment of a part or the total amount of tuition fees if they meet specific merit requirements.
Students can apply for TOP STUDENT exemption if they graduated in a Bachelor’s degree programme obtaining a score of at least 110/110.
Students residing in a municipality of Emilia Romagna shall pay the first instalment of tuition fees of €859.05 in order to be enrolled at the University and will be exempted from the 2nd, 3rd and 4th instalment.
Students residing in a municipality outside Emilia Romagna will only have to pay €159.05, which includes regional tax, stamp duty and insurance. Students must apply online on the ER.GO. website.
Students previously enrolled in a Master’s degree programme or enrolled in the second year of a UNIMORE Master’s degree programme are not eligible for the TOP STUDENT exemption.
Students may also apply for TOP STUDENT exemption at www.er-go.it before the enrolment.- Part-time collaborationsStudents may work part-time (for a total of 200 hours/year) at UNIMORE, in accordance with the provisions outlined in the call for applications. Students enrolled in the first year of Bachelor’s programme and of single-cycle Master’s degree programmes cannot apply for paid part-time work. Part-time collaborations are paid but they do not constitute an employment relationship. Part-time collaborations are provided on a competitive basis; students must meet various requirements:
˙ Enrolment or student career requirements;
˙ Merit requirements;
˙ Financial requirements.
Students may also apply online on www.er-go.it website before the enrolment– Grants awarded by the Foreign Governments or InstitutionsAll the grants awarded by foreign Governments or Institutions are available here: www.esteri.it/mae/it/servizi/italiani/opportunita/di_studio/elencopaesiofferenti.html– UNI-CO-RE: University Corridors for RefugeesUNI-CO-RE was created to allow refugee students in Ethiopia to continue their academic career at UNIMORE.
The project is promoted by UNHCR Italy – UN Agency for Refugees and carried out thanks to the support of the: Italian Ministry of Foreign Affairs and International Cooperation, Caritas Italiana, Centro Astalli and Gandhi Charity.
The project is financially supported by UNIMORE, ER.GO – Regional Board for the Right to Higher Studies of Emilia-Romagna and other regional institutions, and local partners.
Further information on the UNI-CO-RE project and relevant call for applications is available here: Unicore Project.
The Reggio Emilia approach to early years education
The Reggio Emilia approach to early years education puts children in the driver’s seat and sees them as curious individuals with the power and potential to develop and learn from their environment and the relationships they build with others.
The image of the child as a subject of right is central to the philosophy. Instead of viewing children as having needs which must be fulfilled, they are viewed as strong and intelligent individuals who should be given every opportunity to reach their potential.
Children are viewed as having unlimited potential and being eager to interact with and contribute to the world.
This means learning is driven by the child who takes an active role in co-constructing their own knowledge and gives the child control over the direction of the curriculum. This encourages self-expression, communication, team work thinking and problem-solving in the child.
Children are influenced by everything that is around them and the environment itself acts as a ‘third teacher’. The progress and learning experience are consequently subject to the community, surroundings and resources of each setting.
Teachers observe children and work in close connection with parents to understand how each child learns. Teachers then plan and adapt the learning process, activities and resources appropriately based on the child’s interests.
The learning process is considered to be of much higher importance than the final product and teachers create in-depth projects based on information from parents and observation as well as the interests of children.
The origin of the Reggio Emilia approach
The Reggio Emilia approach to education was developed after the second world war in the northern Italian town with the same name.
It was founded by a teacher named Loris Malaguzzi with the help of local parents and citizens (mainly women) living in the town and the surrounding villages.
Devastated by the destruction of the war, Mr Malaguzzi and people in the community believed that the educational system had to change. Parents in the area were looking for childcare that fostered critical thinking and collaboration.
Mr Malaguzzi opened the first Reggio Emilia preschool in 1963 and the approach has since evolved and gained popularity in the UK and around the world.
The child-centred approach was based on Malaguzzi’s belief that a child has 100 languages to express themselves, and he wanted to use these languages to support children’s learning and understanding of the world.
Reggio Emilia and ‘The 100 Languages’
Allowing children to express themselves is key, and ‘The 100 Languages’ is a metaphor used to describe the many different ways young children show their understanding, learning and thinking, which is why expressive arts is one of the most important elements of the Reggio Emilia approach.
Although literacy and numeracy are recognised as important, Reggio Emilia-inspired settings put additional value on the many non-verbal ‘languages’ children communicate through, such as gestures, glances and emotion.
The philosophy encourages children to express themselves and their knowledge through painting, sculpting, dramatic play, dancing, writing, construction, puppetry and many other expressive activities.
Reggio Emilia activities, such as exploring the effects of light and shadow using black cards and torches, allow children to create stories and make children a part of their own learning.
Further, it allows children to revisit the activities and subjects that interests them in different ways to gain a deeper level of understanding and seeing the same thing from multiple perspectives.
How does the Reggio Emilia approach work at a nursery?
Each setting that follows the Reggio approach has its own unique environment and community. The philosophy is flexible, and one nursery will not be the same as another.
Nicola Cargill, senior practitioner at Little Learners Childcare Corby in Northamptonshire, said one of the best things about the approach is its flexibility.
“Although originally inspired by the Reggio approach as we have developed as a setting we have found that we’ve created our own approach.
“We have been influenced by the variety of staff and our vast knowledge base; the parents inspire us with the weird and wonderful resources that they know we’ll love and most importantly we are inspired by the children.
Ms Cargill said a typical day is very dependent on the children, but usually the morning includes breakfast, small jobs for the children indoors such as tidying up.
“until 11.30 where we will then tidy up the rooms we are in; our children really engage in making the rooms beautiful rather than tidying up”.
“We will then come back together within our base rooms for a quick group time before preparing for lunch at 12pm. This process is then repeated in the afternoon.”
The core values and principles of the Reggio Emilia philosophy
The Reggio Emilia approach is based around fundamental principles that each individual setting draws from and adapt according to their unique environment and community.
Children are capable of taking an active role in their learning
Children are seen as strong and capable protagonists in their own learning and the approach supports the opinion of each child.
The belief is that every child understands how to construct learning on their own and have the ability to express their knowledge and understanding.
Children possess 100 languages and should be encouraged to express themselves
Because children learn and discover the world around them in many different ways, they should be encouraged to use a variety of materials, resources and strategies in their education.
As natural communicators, children should be encouraged to share and demonstrate their learning, thoughts, ideas and feelings in whatever way they can.
An emergent curriculum
The topics and direction of learning come from the children themselves. The curriculum is decided according to what is known to be interesting to the child, such as music, dancing or painting.
Teachers closely observe and listen to the children, talk to parents and have team planning sessions to create strategies that allow the children to build upon their interests and to create community involvement.
Dictated by the child, projects are created which they can return to when they wish rather than imposing strict timetables.
Learning always takes place in small groups as building relationships and experiencing different points of view are considered essential to the learning process.
Educational documentation
Documentation is an essential part of the Reggio Emilia approach. It is a fundamental part of the teacher’s role to document the child’s learning process as it gives structure to the theories and practices.
Documentation happens during the child’s learning and can be in written form or through photographic and written wall panels.
It also makes the learning process visible. Teachers, parents as well as children can look back and evaluate progress to understand how the child learns.
Community involvement and building relationships
The Reggio Emilia approach is based on the belief that we learn through making connections between things, concepts and experiences. We make these connections through interaction with others and the environment we are in.
The participation of parents and the community is one of the most distinctive features of the Reggio approach. Parents should always be invited to play an active part in their child’s learning process to create a link to the community.
Creating a connection between the early years setting, the home and the community promotes continuity in the children’s lives and creates a strong sense of common identity for all participants (children, parents, teachers, community).
Teachers are equal learners who guide and nurture children’s learning and growth
Rather than telling children what to do, teachers are instead considered partners in the learning process and guide the children through the experiences and projects set out in the emergent curriculum.
The teacher’s role in the Reggio Emilia approach learn alongside the child, to closely listen, observe and involve themselves in the child’s learning.
The teacher looks for opportunities to guide the child to further explore their interests and to enable them to reach their potential.
The environment as a ‘third teacher’
The Reggio approach sees the environment as a third teacher that influences the child on a daily basis. Because of its influence, it provides children with a wealth of learning opportunities that encourages them to explore, discover and problem-solve on their own.
All resources and material in the classroom and other areas of each setting are thought-provoking and inviting to inspire children to think outside the box.
It can be difficult to choose a nursery and to know what is right for your child. If you are in the process of searching for an early years setting for your child, you may find our article on finding a nursery useful.
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