Welcome to the Reggio Emilia Australia Information Exchange (REAIE). REAIE draws on the educational project in Reggio Emilia as the ongoing catalyst for thinking, re search and advocacy in Australian educational settings.
The schools in Reggio Emilia act as a mirror - not a model. When we look in a mirror we see ourselves and when we look at the practice and pedagogy of the Reggio Emilia schools we find a provocation to challenge our assumptions and question our practice. Pedagogy is a matter of choice, choosing from many possibilities, a process that is informed by continual questioning, reflection and research. For members of REAIE, the educational project in Reggio Emilia is a catalyst for reflecting on the image of the child, the image of the teacher and the image of teaching and learning in the Australian context.
'Douglas, what's in the hole?'
We know that children are born with amazing potential and capacities: curiosity, a drive to understand, the ability to wait, to wonder and to be amazed, the capacity to express themselves in many ways and the desire to form relationships with others and with the physical world. What kind of schools and what kind of teachers do we need to foster these capacities?
"There is an inner voice that pushes children on, but this force is greatly multiplied when they are convinced that facts and ideas are resources, just as their friends and the adults in their lives are precious resources. It is especially at this point that children expect - as they have from the beginning of their life adventure - the help and truthfulness of grownups".
Loris Malaguzzi (from the catalogue of the exhibit 'The Hundred Languages of Children')
'a koala and her baby'
REAIE believe that the schools in Reggio Emilia demonstrate what is possible when a society that values human potential, relationships and the power of imagination, educates its children.
The early childhood centres in Reggio Emilia “stand as a stunning testament to human possibilities”
Howard Gardner, Harvard Graduate School of Education
Children in Europe, March 2004