Allowing children to explore their hundred languages is the basis of Reggio Emilia approach. In this approach, children are believed to be born with full capabilities for personal development and relationship-building.  It emphasizes that children direct their own learning based on their interest. Educators are to be known as partners to children. Therefore, educators will need to collaborate, observe, document and share on the child’s language. 

Furthermore, children are constantly exercising their senses in all the different environment. Thus, Reggio Emilia educators use natural and sensory materials in the classroom instead of real products (e.g. yarn, mirrors). Encountering the same materials at school and at home, help strengthen the children’s power to understand the world. Thus, parents play an important role too. They have to follow on work done in school and provide opportunities for the child to learn base on their interest.  The opportunities with the sensory materials are good tools for open ended play. Teachers as partners to the child can encourage conversations and extend their learning too. In Reggio Emilia classroom, children explore their hundred languages with movement, by creating things, talking, smelling scents. Thus, the school is known to be the ‘third teacher’ in this approach and has to be designed to encourage children with a comfortable and inviting setting.