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Community and Co-responsibility in Reggio Emilia

Community and Co-responsibility in Reggio Emilia

Visiting the city of Reggio Emilia, including the infant-toddler centers, preschools, and the Loris Malaguzzi International Center, has always been a dream of mine.

When we talk about Reggio Emilia, we are talking about its people, its city, its town square, the piazza. Talking about Reggio Emilia involves reflection, commitment, and responsibility within its rich socio-cultural context. It’s a conversation about passion for education, a dialogue about love and respect for children and childhood.

In the prologue of the first Spanish edition of ‘In Dialogue with Reggio Emilia’ by Carla Rinaldi, Tulia Gómez and Juan Carlos Melo point out that “Engaging in a dialogue with the Reggio experience means listening to the wisdom with which we are all endowed from the beginning of life—believers in the uniqueness and unrepeatable nature of each being, competent and rich.” 

I recently had the privilege of being nominated and sponsored to attend and be part of the REACH Study Group in Reggio Emilia, allowing me the opportunity to visit this special city. With attention and curiosity, although briefly, I was able to immerse myself intensely, delving into its culture and thoughts.

Beyond education, discussing Reggio Emilia involves a conversation about art and architecture. While walking through the streets of Reggio Emilia, one cannot help but marvel at the special light reflected in the earthy and pastel facades characteristic of Emilia-Romagna. With it, the streets are flooded with lights and shadows, creating a serene and joyful atmosphere that stimulates thought and creativity.

To understand the philosophy and pedagogical approach of Reggio Emilia it is important to empathize and be familiar with the socio-cultural context of the city—past, present, and future.

In her book ‘In Dialogue with Reggio Emilia,’ Carla Rinaldi fondly recalls the words spoken by Professor Bruner upon receiving Reggio citizenship in the Tricolore room in 1997.

[…] What I discovered here was still a profound surprise to me. Not only did the famous preschools deserve their worldwide reputation, but they had secret qualities that could only be discovered by coming here to see them on the spot, in situ. For this wonderfully creative schools do not exist in a vacuum. They are part of, an expression of, this wonderful small city.

Reggio Emilia, when you come to know it, is a city that takes pride in community. It is a city whose citizens respect each other, a city that believes in using both intelligence and compassion in solving its community problems, and above all, believes deeply in quality. […]

According to Jerome Bruner, the relationship between local culture and the educational project of Reggio Emilia was one of the most significant subjects of research. In the final chapter of the book In Dialogue with Reggio Emilia Carla Rinaldi observes that “Reggio itself is an interpretation of Reggio!”

Therefore, it is essential to highlight two key concepts: context and community.

Each school has its context and community, and the Infant-toddler centers and preschools of Reggio Emilia are unique to the city. However, this doesn’t mean that this pedagogical approach cannot be implemented and advocated outside of Reggio. Of course, it can. The key is to adapt it to the diverse socio-cultural contexts in which our educational centers operate. The essence lies in transferring and sharing the learning and knowledge acquired in Reggio Emilia to the context of our schools.

“Dealing with Education is not a technical issue. Taking care of Education is a great Political job.”  Daniela Lanzi

As Daniela Lanzi stated in her conference on day 1, educators, pedagogistas and atelieristas do not attend the international study group to copy a model, but to find ideas, evocations, and suggestions that are useful for our context. Every educational project is contextual.

On the other hand, it is worth highlighting the importance and the feeling of community, collaboration, and participation. As Daniela Lanzi points out, an educational project is not individual but shared. She emphasizes the importance of sharing co-responsibility, stating: ‘Co-responsibility is not a particularly fashionable word; it is a difficult one. Co-responsibility requires participation; it is a form of communal solidarity with the cultural legacy. Daniela Lanzi affirms that society can only progress if it believes in the term and meaning of the concepts of solidarity and responsibility.

In this manner, by acknowledging the school as the social context that it is, atelierista, pedagogista, and educators must consistently collaborate and reflect, documenting the concepts and learning that are unfolding.

“Adults and children building a living landscape together.” Daniela Lanzi

Reflection by:
Jon Solaun
Atelierista
EtonHouse International School Sentosa

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REACH Chinese Foundational Study Programme Reflection

Participating in the REACH Chinese Foundational Study Programme was truly a privilege and a valuable opportunity for professional growth. More than just a week of learning, it felt like an intentional pause from my daily responsibilities—a dedicated time to reflect, reconnect, and re-examine our practices on the ground through a different lens.

 

Throughout the programme, I was deeply inspired by the Reggio Emilia philosophy and its unwavering belief in the image of the child as capable, competent, and full of potential. Listening to the sharing sessions and visiting learning environments prompted me to reflect honestly on my own practice. At times, I even felt a sense of guilt, realising that we may unintentionally limit children’s opportunities because of concerns around safety, time, space, or routines. While these constraints are real, the programme challenged me to rethink whether they should define what is possible.

 

 

One of the most impactful experiences was visiting EtonHouse International Pre-School Claymore. I was fascinated by how every space, no matter how small, was intentionally designed to provoke thinking, invite exploration, and honour children’s voices. Even a narrow corridor was transformed into a meaningful learning environment. This experience reinforced the idea that it is not the size of the space that matters, but the intention behind its design. Every corner reflected a deep respect for children and their capabilities, demonstrating that the image of the child can be made visible throughout the environment.

This experience shifted my perspective on the role of the environment as the third teacher. Rather than viewing our physical constraints as limitations, I began to see opportunities to redesign and reimagine the spaces we already have. It reminded me that meaningful learning can happen anywhere when educators carefully consider the purpose, possibilities, and invitations embedded within the environment.

The discussions on pedagogical documentation also resonated strongly with me. I came to appreciate that documentation is not merely about displaying children’s work or recording observations, but about making learning visible, interpreting children’s theories, and engaging in collaborative reflection with colleagues.

 

As a Lead preschool educator, this programme has strengthened my commitment to advocating for children’s rights, agency, and participation. It has inspired me to continue reflecting on our everyday practices, question long-held assumptions, and create environments that empower children to explore, express themselves, and construct knowledge through the hundred languages available to them.

I leave this programme feeling both inspired and challenged. While there is still much to learn and improve, I am motivated to bring these reflections back to my centre and work alongside my team to create more intentional, responsive, and meaningful learning experiences for every child. The greatest takeaway for me is that meaningful change does not always require more space or more resources—it begins with a change in mindset and a renewed belief in the extraordinary capabilities of every child.

Reflection by:
Kylye Ng Syn Wui
Lead Preschool Educator (Mandarin)
E-Bridge Pre-School

The Culture of Families in the Reggio Emilia Approach to Early Childhood Education

The Reggio Emilia Approach to early childhood education places a strong emphasis on the role of families in a child’s learning journey. Unlike traditional educational models where parents play a secondary role, Reggio Emilia settings view families as essential partners in the learning process. This philosophy fosters a culture of collaboration, respect, and shared responsibility between educators, children, and families.

One of the key principles of Reggio Emilia is the belief that children learn best in a supportive, community-driven environment. Parents are encouraged to participate actively in their child’s education, not just as observers but as contributors. They engage in regular discussions with teachers, help document children’s progress, and even take part in classroom activities. This partnership ensures that learning extends beyond the classroom and into the home, creating a seamless connection between school and family life.

Furthermore, Reggio Emilia settings value the diversity of family backgrounds and perspectives. Educators recognise that each family’s unique culture and experiences enrich the learning environment. By integrating family traditions, languages, and values into the curriculum, children develop a deeper understanding of the world around them. This inclusivity fosters a sense of belonging and respect among all members of the school community. 

In conclusion, the culture of families in Reggio Emilia settings is one of active participation, mutual respect, and shared learning. By embracing family involvement, these schools create a nurturing environment where children, parents, and educators grow together as a learning community.

Reflection by:
Joanne Tong
Senior Quality Assurance Manager
E-Bridge Pre-School

Designing for Discovery: The Power of the Environment in Reggio Emilia

Reflecting on the study trip to the Loris Malaguzzi Centre in Reggio Emilia, Italy, has led to a significant transformation in my views on environments for young children. The Centre and the pre-schools we visited exemplify Malaguzzi’s vision, embracing a philosophy that sees children as capable, resourceful, and active participants in their learning journey.

The concept of the “hundred languages of children” resonated profoundly, emphasizing the value of various forms of expression and learning beyond traditional education approach. The significant impact of long-term, inquiry-based learning was clearly visible in the children’s intricate projects, which were carefully planned and facilitated to align with their interests and questions. The atelier, a space for exploration and experimentation with different materials, showcased how creative expression promotes critical thinking and problem-solving skills.

The focus on documentation, not merely as a record but as a means for reflection and dialogue, was especially striking. The thoughtfully displayed project documentation-featuring photographs, documentations, and children’s artwork— revealed the depth of their learning processes and the educators’ insightful observations.

The collaborative spirit among educators, children, and families was evident throughout the pre-schools. Its environment, designed to encourage interaction and communication, reflected a community committed to nurturing children’s potential. This experience has deepened my appreciation for the importance of creating learning environments that are responsive, stimulating, and respectful of children’s natural curiosity and creativity. The Reggio Emilia Approach should not be seen as a method to replicate. but rather as an inspiration to foster a culture of listening, observation. and respect for children’s interests and abilities.

Reflection by:
Cathy Chew
Senior Centre Leader
E-Bridge Pre-School