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There are three core principles of this approach: the child, environment, and teacher. This approach recognizes the child as their own educator. Children learn through their life experiences rather than planned curriculum.

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Loris Malaguzzi founded this approach in Reggio Emilia, Italy. This approach was created to foster critical thinking and collaboration.

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In this approach, children with special needs are givin priority. They view special needs as children with special rights. A child with special rights is placed in a general education classroom with an additional teacher for all of the students. The student with special rights learns and develops like the rest of the students because of the approaches flexibility.

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The 100 languages is a huge part of Reggio Emilia. This is how children express themselves. Whether that be through drawing, sculpting, dramatic play, or writing, there are 100 ways to express it.

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In all Reggio Emilia approaches, you can tie discoveries with a book. For example, if the student wanted to learn about Spanish, you could orient the class and read a book about Spanish.

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Considered "the third teacher", is supposed to be open and free. Uninterrupted exploration, play, and outdoor spaces are highly valued.

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Reggio Emilio approach strengthens the social and emotional domain. Students work together on projects and experiments. Talking out experiences and events helps improve social and emotional development.

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This approach improves cognitive development as well. Through Reggio Emilio, students strengthen their cognitive skills by holding their own discussions and discoveries. Cognitive development is both strengthened through individual and social contexts. Developmental appropriate materials help students cognitive abilities.

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Children are in control of their own learning. They pursue something that interests them and create projects and experiements. 100 languages of children recognizes that there are multiple ways of thinking and exploring.

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Children also develop their physical domain through this approach. Students use and strengthen their fine and gross motor when looking for a new project idea. Students are encouraged to explore and aventure outside which exercises their motor skills.

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The teachers role is to facilitate learning, not to teach them directly. Teachers gently move students towards solutions.

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Ascd. (n.d.). How Reggio Emilia Encourages Inclusion. Retrieved October 20, 2020, from http://www.ascd.org/publications/educational-leadership/sept00/vol58/num01/How-Reggio-Emilia-Encourages-Inclusion.aspx

Children with Special Needs. (n.d.). Retrieved October 20, 2020, from https://thehundredlanguagesofchildren.weebly.com/children-with-special-needs.html

College, T. (n.d.). What is the Reggio Emilia philosophy? Retrieved October 20, 2020, from https://www.tsc.nsw.edu.au/tscnews/what-is-the-reggio-emilia-philosophy

History and Origins. (n.d.). Retrieved October 20, 2020, from https://reggioemilia2015.weebly.com/history-and-origins.html

Supporting Cognitive Development: Environments and Materials: VLS. (n.d.). Retrieved October 20, 2020, from https://www.virtuallabschool.org/infant-toddler/cognitive/lesson-4