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A Hundred Languages for Describing the Reggio Emilia Approach
I have been motivated to write this blog post after a few recent events and conversations that have provoked me to think about the language we use to describe our educational experiences with children, especially those that are specifically ‘Reggio Inspired’. It has made me reflect on how Loris Malaguzzi described what he saw happening…
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The One Hundred Languages (of Learning and Teaching)
Loris Malaguzzi wrote a poem called The One Hundred Languages of Children, and a Hundred, Hundred More. In it, he described his vision for how children learned through and in a hundred languages interweaving their ways of meaning-making and expressing their ideas about the world. The poem explains how ‘school’ steals ninety-nine of these ways of…
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Looking for Learning, Seeking Meaning-Making: Fostering meaning-making in a learning experience
There is an abundance of ideas and activities all over Pinterest, Instagram and Facebook that point to many ‘learning experiences’ and activity set ups for young children and whilst I appreciate the sharing community of educators all wanting to do the best by children, many of these pinned activities are devoid of their learning context,…
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The One Hundred Languages of Children
“The One Hundred Languages is a metaphor for the extraordinary potentials of children, their knowledge-building and creative processes, the myriad forms with which life is manifested and knowledge is constructed. The hundred languages are understood as having the potential to be transformed and multiplied in the cooperation and interaction between the languages, among the children, and…
Debi Keyte-Hartland 