For my study abroad, we are in Reggio Emilia, Italy learning about the Reggio approach to early childhood learning. Some of the focal points of this approach are learning through exploration and art as well as students being valued and given freedom. We went to two different preschools in Reggio Emilia and one in Parma, a town that is a 15-minute train ride from Reggio. Going into those preschools was a magical experience that was so inspiring as a pre-service educator. 

     I noticed some really interesting differences between Italian and American preschools. I would say that Italy really emphasizes putting the children at the heart, or center, of everything done. I noticed this in the school decorations and environment. There were virtually no decorations that were not student work, student pictures, or things that students can engage with or learn from. For example, one of the preschools had a staircase, and to add some life, they had ascending numbers on each stair going up so students can work on counting as they walk. The environment was friendly to the senses too and not overstimulating for students at all. The schools were very clean, smelled good, had decorations with neutral colors, and utilized mostly natural light instead of overhead lights. 

     I also noticed the value placed on students through class activities. In the preschools, students mostly learn through play. This allows students to develop what is important for their age: social-emotional learning, motor skills, and a strong imagination. Most of the school day is independent play, with group circle, meal, reading, and nap times sprinkled in. During free play, students could do what they wanted at their own pace. They could do dramatic play with a toy kitchen, build with blocks, complete art, make crafts with play dough, and more. They could go from activity to activity as they pleased too. 

     Additionally, the children are seen as fully capable and as valuable as adults. In the school at Parma, during lunch, at each table a child was assigned to be the “server.” They were dressed in adorable cooking aprons. They were in charge of pouring the water and bringing the food over for the children at their table. At both of the other schools, on the class jobs board, certain students were given the job of serving fruit at snack time for that day. 

    I have learned so much and have fallen in love with the Reggio approach. It is so inspiring to see such great educators in action. I am loving studying abroad!