High-quality care and education in the reggio approach

Teachers’ role is that of both facilitator and partner in learning which includes selecting topics based on student interests and experiences, providing resources (notes, slides, audio or visual taping) on topics, composing small groups of friends to work on projects favoring cognitive conflicts, developing collaboration among all students to question things, emerging out project content by student’s spiral understanding, extending time to a project and supporting in documentation. They share portfolios instead of a checklist of skills, tests or diagnostic evaluations at the end of each year. Parents are an active part of their children’s learning experience and they take many forms such as day-to-day interaction, work in the schools, discussions of educational and psychological issues, special events, excursions, and celebrations. Parents have the right to be involved in the life of the school. Children with special rights have first priority for enrollment into the schools beginning at three months of age. If the child’s neighborhood school is full, then he/she has to go to another school. They have an additional teacher with special experience and training. Children with special rights stay an extra year.