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

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

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