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

Participating in the recent study group in Reggio Emilia was a transformative experience that deepened my understanding of its educational philosophy. Immersing myself in this inspiring environment, I was moved by the emphasis on seeing the child as capable, the power of collaboration, and the innovative practices that celebrate curiosity and creativity as the heart of learning.

I gained a deeper appreciation for the idea that children build their lives through the knowledge and experiences they encounter and the relationships they form. Identity emerges from these interactions, shaped by the balance between belonging and recognizing differences. In education, time is key for these processes to unfold naturally, embracing mistakes and risks as essential parts of learning. Children thrive when given the freedom to explore, exchange ideas, and navigate conflicts. Through these experiences, children not only develop empathy but gain a greater understanding of others.

I also learnt that the Reggio Emilia Approach takes a social-constructivist view of teaching and learning, emphasizing the creation of contexts where children can lead their own learning. This happens through the interplay of their ideas with those of others and the world around them. In this framework, the adult’s role is to design environments that empower children to explore independently, rethinking traditional notions of teaching and learning. They model being active participants by giving a voice to various subjectivities and to the group.

Teachers used documentation as a tool to gather information and the children’s responses to explore their own teaching, to inform professional dialogue and to generate questions and inquiry about the children and their learning. It is then shared with children and families to enable them to interpret, reflect upon, evaluate and co-construct the meaning of experiences. Therefore, observation and documentation are invaluable tools, serving not only as records but as reflective practices that enrich learning for both children and adults.

Reflection by:
Nurafahsha Binte Mohamad Ya’acob
Class Teacher
EtonHouse Pre-School Mountbatten 223

Participating in the study group reaffirmed a belief that has shaped my practice for years—the Atelier is more than a physical space; it is a living culture that nurtures thinking, creativity and relationships. It is a space where children’s ideas take shape, where their hands and minds work in harmony, and where their voices are truly heard. The Atelier is a place of possibility, filled with curiosity, dialogue and deep exploration.

One of the most powerful reminders from this experience was that working with children is not about giving them answers. It is about walking alongside them, wondering together, embracing the unexpected and trusting in the process of learning. The Atelier cultivates this by offering an environment where children are encouraged to experiment, take risks and make sense of their world in their own way. Mistakes are not seen as obstacles, but as part of the journey, leading to new understandings and deeper connections.

Inclusivity within the Atelier resonated deeply with me. When a space is designed with intention, it welcomes every child, inviting them to explore in ways that feel natural to them. I have seen first-hand how thoughtful arrangements of materials spark curiosity, how open- ended evocations inspire collaboration and how the environment itself becomes an active participant in the learning process.

What stood out most was the role of storytelling. Every brushstroke, layered material, and quiet moment of observation is a story that links past experiences to discoveries. Learning and storytelling are not separate; they are intertwined, shaping the way children make sense of their world and strengthening connections between school, home and community.

This experience has deepened my commitment to fostering a culture of the Atelier—one that honours children as thinkers, creators and storytellers. More than ever, I feel inspired to create spaces where their ideas can flourish, their voices can be heard and their creativity can unfold in ways that are meaningful to them.

Reflection by:
Vivien Khoo  
Class Teacher
EtonHouse Garden School by the Bay