ICRI's mission is to improve the lives of children and families through the development of sustainable models of high-quality child and family services. They envision a world where every child has access to quality early care, education, and development opportunities.

Hearts Leap Schools is one of the U.S. projects located in the San Francisco Bay Area, with campuses in Berkeley and Oakland. The schools are dedicated to providing high-quality early childhood education for approximately 400 children, ranging from toddlers to preschool-aged children.

The core elements of the program include:

• Reggio-inspired practices

• Emergent curriculum

• Child-led activities

• Nurturing environments

• Developmentally appropriate practices

ICRI developed and coordinated a network of support centers for homeless youth.

This principle is deeply aligned with the theories of Martin Buber, Loris Malaguzzi, Lev Vygotsky, and Erik Erikson.

It reflects Buber’s vision of I–Thou relationships, which emphasize authentic, respectful, and meaningful connections between individuals. Rather than viewing others as objects or roles (I–It), this approach fosters genuine presence, empathy, and mutual recognition in every interaction.

Malaguzzi, founder of the Reggio Emilia philosophy, believed that relationships are at the heart of learning—among children, educators, families, and the broader community. This principle mirrors his concept of the “pedagogy of listening,” where children are seen as capable individuals whose voices are heard, valued, and honored.

Vygotsky’s sociocultural theory reinforces this relational approach, emphasizing that learning is co-constructed through social interaction. By engaging in meaningful dialogue and collaboration, children extend their thinking within their Zone of Proximal Development (ZPD), supported by trusted adults and peers.

Erikson’s psychosocial theory also supports this principle by recognizing that strong, emotionally attuned relationships help children develop a positive sense of self. Stages such as Autonomy vs. Shame, Initiative vs. Guilt, and Industry vs. Inferiority are nurtured through safe, responsive environments where children feel seen, accepted, and encouraged to take initiative.

Bronfenbrenner’s Ecological Theory shows that children develop through layers of relationships. This principle reflects his model by emphasizing strong family and community ties (microsystem and mesosystem) and addressing broader cultural values through anti-bias goals (macrosystem), all essential to healthy development. It is aligned with ICRI bottom-up approach of grassroots community development.

Erikson’s Psychosocial Theory highlights that identity and emotional growth are shaped by relationships. This principle supports stages like Autonomy, Initiative, and Industry by fostering trust, belonging, and inclusion — helping children build self-esteem and a secure sense of self.

Buber’s I–Thou Philosophy centers on authentic, mutual relationships. This principle echoes his belief that education is rooted in presence, respect, and seeing each individual — child or family — as whole and worthy, not merely a role or function.

The Reggio Emilia Approach emphasizes that learning happens through relationships and community. This principle supports Reggio’s view that children thrive when they are connected to others and when diversity, voice, and collaboration are honored in the learning process.

Freire’s Critical Pedagogy calls for education that empowers through dialogue and equity. This principle aligns with his view that families and communities are co-creators in education, and that inclusion and anti-bias work are essential for social transformation.

Loris Malaguzzi (Reggio Emilia)
Emergent curriculum is central to Reggio Emilia. Malaguzzi believed children are capable and learn best through relationships, play, and exploration. Teachers follow the child’s lead, responding to their interests.

Jean Piaget (Constructivism)
Piaget emphasized that children build knowledge through active discovery. Emergent curriculum aligns by allowing children to explore and construct meaning at their own developmental pace.

Lev Vygotsky (Sociocultural Theory)
Vygotsky saw learning as social and supported by adults within the child’s Zone of Proximal Development. Emergent curriculum enables timely scaffolding based on children's questions and group interactions.

Maria Montessori
Montessori valued independence, hands-on learning, and following the child’s interests. While more structured, her approach shares emergent curriculum’s respect for agency and self-motivation.

Howard Gardner (Multiple Intelligences)
Gardner’s theory supports emergent curriculum by honoring diverse learning styles. Teachers can adapt activities to reflect children’s strengths — linguistic, spatial, musical, kinesthetic, and more.

Erik Erikson’s psychosocial theory highlights that safe environments help children develop autonomy, initiative, and confidence by allowing them to take risks without fear. This is especially important during stages like Autonomy vs. Shame and Initiative vs. Guilt.

Jean Piaget’s constructivist theory stresses hands-on, sensory-rich experiences as essential for children to actively build knowledge through interaction with their surroundings.

Maria Montessori emphasized prepared, orderly environments that invite exploration and independence, enabling children to fully engage their senses in meaningful activities.

Loris Malaguzzi, described the environment as the “third teacher,” providing rich, engaging spaces where children’s imagination and creativity can flourish.

Lev Vygotsky’s sociocultural theory points to learning through social and sensory experiences, where children explore and problem-solve with the support of peers and adults in nurturing settings.