Reggio Emilia编辑历史

# Overview

The Reggio Emilia approach is an educational philosophy and pedagogy originating from the Italian city of Reggio Emilia after World War II, founded by Loris Malaguzzi. It is centered on the image of the child as competent, curious, and full of potential, emphasizing child-led, project-based learning within a supportive community. The approach views the environment as the "third teacher," encourages expressive communication through a hundred languages (art, movement, writing, etc.), and relies on careful documentation to make learning visible. Widely adopted in early childhood education worldwide, it prioritizes collaboration among children, teachers, and families.

# 1 History and Origins

## 1.1 Post-War Context in Reggio Emilia

In the years immediately following World War II, the city of Reggio Emilia in northern Italy faced profound destruction and social upheaval. Parents in the region, particularly mothers, sought to rebuild society through education. With scant resources, they initiated community-run preschools in 1945, using salvaged materials and abandoned buildings. This grassroots movement reflected a desire to create schools that would foster democratic values, critical thinking, and a new sense of hope. The municipal government later supported these efforts, laying the groundwork for a distinctive educational system.

## 1.2 Founding and Role of Loris Malaguzzi

Loris Malaguzzi, a young teacher and psychologist, became involved with these early schools in 1946. He was deeply inspired by the parents' dedication and the children's resilience. Malaguzzi later articulated the philosophical underpinnings of the approach, drawing from progressive educators such as John Dewey, Jean Piaget, Lev Vygotsky, and Maria Montessori. He emphasized the child as a co-constructor of knowledge and advocated for a collaborative, inquiry-based pedagogy. In 1963, the first municipal preschool opened under his guidance, and by the 1970s, a network of Reggio Emilia