Many people may not know Reggio Emilia. Reggio Emilia is a small town, but for us preschool educators, it is a place where a legend began.

I feel like the whole town is maintaining, developing, and running this education system as a big group. Reggio Emilia people turn their educational “characteristics” into a “highlight”, and eventually build a “selling point” and promote it to the world.

We don’t just need to learn from Reggio Emilia’s approach that “every child is unique” and how to integrate the natural environment into our teaching; It is also important to learn from the efforts of Reggio Emilia educators in promoting their own teaching systems.

或许并没有很多人知道瑞吉欧.艾米利亚这个小城市,但是对于我们幼教者而言,却是一个传奇开始的地方。

我觉得整个小镇都在维持、发展、经营这个教育理念。瑞吉欧人把自己在教学上的“特点”变成一个“亮点”,最终打造成一个“卖点”,并推广到全世界。

我们不止要学习瑞吉欧在教育理念中所提倡的“每个孩子都是独一无二的”、学习如何将自然环境融合在教学中;同时也要学习瑞吉欧的教育工作者在推广自身教学体系中所付出的努力。

Reflection by:
Xu Liping 徐莉萍
Mandarin Curriculum Coordinator
EtonHouse Pre-School Newton

With a deep curiosity and eagerness to understand the Reggio Emilia philosophy, I embarked on a study group to Reggio Emilia, Italy—a journey that enriched me beyond expectations. This experience was nothing short of extraordinary, it is as if I had discovered a “fountain of knowledge,” with thoughts flowing endlessly like a spring.

Stepping into the open glass architecture of the Loris Malaguzzi International Centre immediately transported me to the dreams of my childhood, igniting boundless imagination and an insatiable desire to explore. The unique clay atelier and workshops held me spellbound—I found myself fully immersed, unable to step away. The remarkable organisation and thoughtful categorisation of an endless array of recycled materials at REMIDA left me in awe, showcasing an unparalleled level of intentionality and creativity.

Each vivid and distinctive case study we encountered was profoundly enlightening, like a sudden moment of clarity that reshaped my perspective. Collaborating with fellow participants—engaging in group discussions, brainstorming sessions, and collective reflections—created a rich tapestry of shared learning and unforgettable memories.

I am deeply grateful to the EtonHouse for this invaluable and inspiring journey to Reggio Emilia. It has illuminated my path, strengthened my confidence in inquiry, and provided a profound opportunity for reflection. This experience has not only deepened my understanding of education but has also reaffirmed my commitment to exploration and growth.

怀揣着对瑞吉欧教育理念的强烈求知欲, 我有幸踏上了意大利瑞吉欧游学之路, 也如愿满载而归,内心丰盈。在瑞吉欧游学的过程中, 有太多可圈可点的体验, 仿若发现了“知识的源泉”一般,思如泉眼。

开放式玻璃建筑的马拉古兹中心, 瞬间将我拉回儿时梦想中的情景, 让人浮想联翩,探索欲爆棚。独具个性的黏土艺术及工作坊, 让我静静沉浸其中, 无法挪动我的脚步。琳琅满目的回收材料, 精准的分类, 合理的布, 让整个REMIDA呈现出让人叹为观止的状态。一个个鲜活而具特色的案例, 让我受到了很大的启发, 犹如醍醐灌顶。大家一起集思广益, 小组分享,头脑风暴, 成就了一段精华的回忆录。

非常感恩伊顿集团馈赠于我们如此宝贵且具有启发性的意大利瑞吉欧游学, 让我们在探索的道路中找到了“灯塔”, 建立了探索的信心, 同时有了一次发人深省的反思。

Reflection by:
Zeng Li 曾丽
Senior Mandarin Teacher
EtonHouse Pre-School Upper Bukit Timah

The 2024 International Study Group to Reggio Emilia was a profound experience that reaffirmed the importance of children’s rights, particularly the “rights to having rights.” This foundational concept underscores the necessity of truly listening to children and recognising their perspectives as valuable contributions to our collective understanding of learning and growth.

One of the most striking aspects of the study was the pedagogical skill involved in observing and listening to children. The ability to document their inquiries and plan the next steps in their learning journey allows for a meaningful and evolving exploration. It is not about directing children but rather co-constructing knowledge alongside them, making learning an organic and interconnected process.

During the atelier session, I was reminded of the sheer intrigue that materials can offer. The focus was not on the final product but rather on the process—the journey of discovery. We engaged deeply with the question: What is the potential of this material? Exploring clay, we questioned stability and verticality, pushing the boundaries of creativity. The material itself became the protagonist, guiding our inquiry and challenging our preconceptions.

Strong facilitation emerged as a key theme—where the power of a well-placed question can spark new pathways of thinking. The seminar reinforced the significance of starting with children’s prior experiences and embracing our role as educators in extending curiosity. Our responsibility is to sustain meaningful conversations, valuing each child’s perspective as an integral part of the learning process.

Reflection by:
Chua Chai Yun
Senior Centre Leader
E-Bridge Pre-School Plantation Crescent