Building Powerful Children

In my journey as an educator, I stumbled across the Reggio Emilia approach to learning, and something stuck. The philosophy of allowing the child to be at the center of learning took me back to my own childhood. Growing up in the UK, I fell in love with nature as I strolled through the winter forests, smelling the evergreens and collecting conkers. The beauty of playing in the four seasons and adapting my clothes to suit each one, rather than just hiding indoors, was a significant part of my early years. Screens were scarce, and nature had priority. My education was extremely practical, often spending most of my holidays climbing trees and making natural cubbies with cousins.

That's why the Reggio Emilia approach resonated with me so deeply. It mirrored the essence of my own learning experiences—immersive, nature-centric, and child-driven.

When I moved to Australia at the age of 10, I found myself in a regimented classroom, streamed by ability. I instantly felt inadequate. My friends were left on the other side of the world, and I was faced with the daunting task of making new ones. My education shifted from a play-based, nature-infused approach to one where streaming dictated our worth. If your brain thought differently or if you learned in a different way, you were made to feel inadequate. I was placed in the "bottom" math class in high school because I simply didn't have a teacher who connected with how I learned. I couldn't grasp the intangibles of algebra without it being explained in real-life context.

After many years of feeling insignificant, I went to university to study teaching. It struck me that my brain did align with math. My childhood education had left its mark. I was able to realign my thinking and recognize that the patterns and strategies involved in mathematics were transferable skills I had developed during my play-based early education.

Malaguzzi, a pioneer in Reggio Emilia methodologies, said, "Stand aside for a while and leave room for learning, observe carefully what children do, and then if they understand well, perhaps teaching will be different from before." This quote encapsulates my educational philosophy: allow students to play, to inquire, to question.

Recently, someone expressed concern about the upcoming nature playground we are building, deeming it dangerous. I realized they hadn't been introduced to the secret world of Reggio and the importance of play. It's crucial to allow children to investigate, navigate conflict, and understand that collaboration only works when given the time and space for it.

The Reggio approach is about creating an environment where children can explore and learn organically, much like I did during my childhood. By fostering such an environment, we not only honor the natural curiosity of children but also build resilient, inquisitive, and collaborative learners. This approach is a testament to my belief in the power of nature and play in education, and it is a philosophy I strive to integrate into my work as an educator and leader.