Most of us have cherished memories of favourite childhood stories. It’s common for children to want to hear their best-loved ones told over and over – and the reasons for this go far deeper than simply enjoying a good tale.
Storytelling has been used since the dawn of time to both entertain and instil deeper, important values and messages. This makes it a powerful tool, and one that can help build social skills, empathy and even problem-solving abilities during the crucial formative years.
Sharing story time with children is wonderful for everyone involved. Adults and children alike enter a world with endless possibilities. It’s a key way to bring familiarity to easy words, such as names of animals, simple verbs and everyday items.
But words are so much more than this. They have the power to bring awareness to a whole range of human emotions, evoke imagination, foster empathy and help children explore the complexity of a wide range of social skills.
Great stories don’t just use words, they transport the listener, reader or orator into a whole different world. You only need to watch children become transfixed as they follow such adventures, and it’s this potency that offers so much educational potential. As children listen to and form connections with the characters in the story, they then serve as role models that promote many different life skills.
Some examples include:
Using stories to grow social skills is a potent educational tool that can easily be integrated into everyday life. From bedtime stories to interactive apps or sitting on a grandparent’s knee and listening to their life experiences, stories come in many different guises.
Upscale the fun and learning aspect by:
At Evoke Early Learning, storytelling takes centre stage at pivotal points throughout the day. Stories fit into so many areas of early childhood education. From the classic book read to using an art project to showcase a tale, or maybe using storytelling songs for dance and creative movement, never a day goes by without taking full advantage of a fictional world.
This applies to our nursery, toddler and kindergarten programmes, where the joy of stories are intertwined into our entire childcare philosophy.
Discover more about our enrolment process and come and see our talented early childhood educators in action.
Problem solving is a true life skill – one that depends on the foundations created during the formative early years. Building strategies into preschool learning experiences that promote this is a key element of educational approaches, such as the Reggio Emilia philosophy.
Activities that encourage exploration of a challenge are great ways to introduce problem solving at a young age. Encouraging critical thinking can be done in many ways, including asking open-ended questions, using stories that showcase characters working through challenges and fostering a landscape where the child is encouraged to vocalise their thoughts and feelings.
It’s also important to integrate plenty of problem-solving opportunities into everyday life, play and interactions.
Some easy examples include:
The main takeaway about teaching children problem-solving skills is that there are many, many different ways to encourage this. It’s important to support the child as they work their way through challenges, but also vital to give them the time to come to their own conclusions and – crucially – the chance to make mistakes. It’s only from making errors that they can consider how to do things differently next time to avoid the same thing happening.
At Evoke Early Learning, our early years programmes are committed to helping children build a solid foundation for crucial life skills. The teams at both our Albert Park and Clayton centres embrace the Reggio Emilia approach, allowing children to learn the basics of key life skills through the joy of self-guided play. Discover more about us and book a tour to see us in action.
The principles of the Reggio Emilia approach within early childcare education are well-documented. But what can you do to extend the reach into the family environment?
The short answer to that is, ‘plenty’, and it’s not difficult to do. From weaving fun activities into your child’s day to adding tactile materials into their play options, it doesn’t take much to integrate the philosophy into everyday home life.
You’ve probably heard some common terminology used when discussing the Reggio Emilia approach, such as:
“The hundred languages of children”.
“The environment as the third teacher”.
These are probably the best-known and are what you can build your home Reggio environment upon. The former refers to using multiple communication methods. While speech is one, there are many other ways that children converse and connect with the world and its inhabitants. Singing, chanting, sketching, making patterns, painting, movement… The list goes on.
In addition, the environment itself has the potential for infinite exploratory opportunities and learning. Taking both of these important Reggio elements into account, we can easily embellish the home environment to promote this.
These are just some of the easy ways you can meld the wonderful Reggio Emilia approach into home life. At Evoke Early Learning, our childhood educators are always delighted to provide further tips on ways to integrate Reggio at home for nursery, toddler and kindergarten ages. We love it when parents and caregivers get involved – it’s key within the Evoke and Reggio Emilia philosophy.
Want to find out more? Contact our team today for more information.
The great outdoors doesn’t get its name for nothing. Being surrounded by the glory of Mother Nature is proven to have an incredibly positive effect on both physical and mental health. While this is true for all ages, the benefits of children spending sufficient time outside can’t be overstated.
Many educational facilities are now recognizing the benefits. This is particularly relevant during the early, formative years. Proven progressive approaches, such as Reggio Emilio, have implemented this into the educational landscape for decades.
The term, outdoor classroom’ often refers to a tailormade outdoor area within an educational facility. However, it can also mean a classroom session that takes place anywhere outside, such as an outing to a park or other natural environment.
Wherever the classroom may be, being out in the elements brings multiple benefits.
The value of outdoor classrooms is well-recognised. It’s also something that Evoke Early Learning Centres has integrated into our facilities. Our children are encouraged to explore these child-safe areas, each of which are purpose-built to promote exploration, group play, and a develop a great connection with nature.
Our Albert Park and Clayton Centres have wonderful outdoor areas that are in constant use. Our children love the freedom such a space offers. Why not come and see our facilities – we’d love to show you.
Book a tour today and see our leading childcare facilities for yourself.
Inspired by the world-renowned Reggio Emilia method, our childcare philosophy is dedicated to supporting the great work that parents and caregivers provide at home.
Many people are curious about how this translates to our nursery, toddler and kindergarten care. One of the easiest ways to describe this is to walk through what a typical day might look like.
Most children arrive in the morning, so naturally we begin the day with breakfast. This is a great interactive session, allowing children to socialise with classmates and educators. It also presents a wonderful landscape for some of the key concepts of this successful method, such as the environment as the teacher, promoting curiosity and allowing the children to follow their own curiosities. It also introduces some key life skills into the mix, including choosing what to eat, opening cartons, selecting cutlery and clearing up (with help as needed, of course).
Nutrition is a vital element of Evoke Early Learning life. We work closely with a nutritionist to ensure all meals provide the essential components to promote healthy growth. We also grow and serve much of our own produce – something that all our children can get involved with. The satisfaction of enjoying something you’ve had a hand in creating is just one of the many ways we integrate healthy eating messages into everyday Evoke life.
While the day follows a structure, this isn’t rigid or set in stone. Should your child need something different from what others are doing – perhaps they need a bit of time out or a nap – then there are dedicated quiet spaces that they’re free to visit at any time.
Our early childhood educators are there to guide, not enforce, and this is evident throughout the day. This makes Monday different from Tuesday, as well as Wednesday, Thursday, Friday… No two days are the same, although each encompasses key Reggio Emilia elements, such as:
Each day follows a healthy mix of group collaboration and solo working opportunities. The environment is tailor-made to encourage children to discover the art of expression in whatever way they choose. Dancing, singing, colouring and drawing, making models, inventing games… The list is endless and only limited by the children’s curiosity.
It’s also important to know that, while Early Educators spend plenty of time sculpting curriculums and schedules, these are more of a guideline than a strict timetable. Emergent discovery and learning opportunities are the hallmark of the Reggio Emilia day, with delightful possibilities opening up as the children follow their natural instincts and interests.
As such, there’s no such thing as a typical Evoke Early Learning day. But what is constant is the care and dedication towards child-led learning and the proven advantages of creating a life-long love of learning.
Both our Albert Park and Clayton centres embrace the Reggio Emilia method and we’d love for you to see us in action. Discover more about us and book a tour today.
We are all wonderfully different. Each of us learns and develops in our own sweet way – and this is something that should be celebrated and nurtured. Diverse learning encompasses a huge range of individualities. There are plenty of terms used for different neurodiverse conditions, such as ADHD (attention deficit hyperactivity disorder), autism, dyslexia, dyspraxia and dyscalculia.
No matter what the name, the important thing about diverse learning is that the brain works and processes information in a way outside of what might be considered typical. The underlying concepts of the Reggio Emilia approach – in that the child directs their learning pathway – make it ideal for everyone.
Neurodiverse or otherwise, everyone triggers their best learning potential when they follow what naturally stimulates their curiosity.
The development of truly inclusive programmes for those with diverse learning needs presents challenges. However, the Reggio Emilia philosophy is proving to be the one that breaks the mould. This is thanks to the four of the core ingredients of this method:
The Reggio Emilia method recognises every child as a powerful, capable and resourceful human being. Educators are co-learners and collaborators – other children are their peers. Parents and family also feature highly. If necessary, this can also include special educators who further help guide any particular learning requirements.
Encouraging great collaboration between all parties is especially important for those with diverse learning needs and plays a big part in how the individual approaches relationship dynamics, both today and in the future.
Curiosity-inspiring environments, full of natural materials and offering a wealth of different tactile experiences provide children – all children – with multiple methods of discovery and expression. Words are only one way we communicate. There are so many ways to ‘speak’ to the world, including music, dance, drawing, making models, grouping stones into sizes, even touching and tracing shapes on different surfaces… Learning in such an environment is dynamic and all-encompassing, allowing children to embrace and understand their preferred methods of discovery.
Longer-term projects, where children might work in small groups, provide a diverse landscape of tasks. These require many different talents – allowing endless opportunities for learners of all types. Everyone gets involved, from choosing what they’d like to do through to actioning their intentions. The smallest of interactions often leads to whole group involvement – and can provide delightful leadership opportunities in the most unexpected of places.
Reggio Emilia believes in the ‘100 languages of children’, and this is particularly relevant for those with diverse learning needs. This recognises achievements in many different ways, each of which can be documented to show progression. Recognition is a key element in every child’s learning journey.
This can be monitored in many ways, such as craft creations, drawings, making suggestions for a project... Educators can take pictures of transient wins – such as using building blocks – or perhaps transcribe a scenario where the child participated in a conversation. These are just a couple of examples – there are infinite methods to document the progress of every child in the classroom.
Because the Reggio Emilia strategy doesn’t follow strict timetables and schedules, early educators have the flexibility to adapt day-to-day life to different abilities and learning styles. Collaboration, problem-solving and team building are gently encouraged, with children learning how to naturally follow their interests, develop their strengths and support their peers.
Such an environment can be hugely positive for diverse learners. In addition, having free access to quiet areas, which are always included in a Reggio Emilia classroom, provides all children with the opportunity to take some quiet time out whenever they choose.
The key to supporting children with diverse learning requirements is to nurture their needs whilst ensuring collaborative, appropriate interactions with their peers, teachers, special educators, parents and anyone else in their circle.
In the Emilia Reggio classroom, this might be seen as:
The best way to understand how diverse learning requirements are catered for in the Emilio Reggio classroom is to contact our team and then come and see us in action. This can easily be done by booking a tour. You can also check out our news page, which is regularly updated with information on a wide range of early education-related subjects.
The Reggio Emilia approach is so much more than just education and childcare. It’s about a proven, unique concept that views the child as a capable individual who can follow a learning path driven by their own curiosity and interests, yet fully supported by everyone and everything around them.
This community consists of the early childcare educators, their surroundings (in Reggio Emilia the environment is considered as the third teacher) and each child’s parents, caregivers and family group.
With the Reggio Emilia approach, more than in any other early learning environment, parents/guardians and family are an integral element in their child’s learning pathway.
Everyone plays a role in a Reggio Emilia classroom. Right at the centre is the child – a protagonist with individual likes, dislikes, talents and vast potential to become their very best future adult self.
Around them is their community, which is made up of the:
The role of the educator is to nurture and guide – to help direct a child’s natural instincts, providing an inclusive landscape of questioning, involvement, cooperation and discovery. The surroundings, or environment, of a Reggio Emilia centre is carefully constructed to support this journey.
The family – be it parents, guardians, caregivers or a wider extension – play an equally important role. As partners in their child’s journey, family members are encouraged to actively participate. This is achieved in many ways and can be fitted into even the busiest of lifestyles.
The dynamics of the Reggio Emilia concept make family involvement a priority. This is achieved in an infinite number of ways. For example:
The best early childhood education is achieved when families and educators work together in partnership and as a community. Such collaboration is given the highest consideration at Evoke Early Learning Centres. In addition to playing an active part in their child’s learning journey, parents and guardians are actively encouraged to contribute to service decisions.
Parents’ views are not only respected, but caregivers are encouraged to share in the decision-making and well-being of their child’s early education. Such involvement is fostered through communication, cooperation and information sharing. In other words, the creation of a community centred around the most important person in the mix – the child.
This concept is highlighted by our childcare philosophy and values. We’re proud of our centres and would be delighted to show you in person.
Book a tour to see us in action or contact us and we’ll get back to you as soon as we can.
While early childhood education is dedicated to creating the foundations of academic learning, this certainly isn’t the sole focus. The Reggio Emilia concept considers the child as a whole – and that means areas such as emotional development, emotional intelligence, physical and mental well-being, social skills and encouraging natural curiosity.
Humans are a complex, dynamic system – so nurturing the whole of this during the formative early years creates the basis from which the adult of the future can build.
The earliest years of a child’s life are where change is occurring faster than at any other time of life. Not only are they growing in physical size, but the brain is creating thousands upon thousands of connections.
It’s a time when valuable life skills begin to be formed, such as communication, dexterity, mindfulness and more.
The Reggio Emilia concept recognises the equal importance of these non-academic elements – indeed, such skills directly impact how a child approaches learning opportunities later in life. Rather than thinking of social-emotional development and well-being in isolation, they are better considered as components that play an equally important role in childhood development.
With this in mind, we can break down how a positive approach to individual subjects can influence the early learning years.
While these examples are by no means exhaustive, it gives an idea of how a creative, all-inclusive, child-led Reggio Emilia environment stimulates whole-person discovery and learning. No one skill is more important than another, with proficiency in one area spilling over to academic, social, emotional, all-round happiness and well-being.
Evoke Early Learning Centres are inspired by the acclaimed Reggio Emilia method. From our values and philosophy to our hand-selected, highly-trained staff and parental involvement, we’re committed to creating the ideal environment for the most precious member/s of your family.
Contact us today for more information.
Every Reggio Emilia classroom has a designated room or area that’s known as the atelier. While it’s often referred to as the art studio, such a term – although immediately understandable – fails to convey the true intricacies of its role.
Rather than thinking of the atelier as a place where children carry out art projects, the space is better described as:
A space where creativity is stimulated and explored – a laboratory of discovery where intelligent materials encourage open-ended experiences.
Every Reggio Emilia atelier is unique. From the arts and crafts tools available to the use of light, space, furniture and more, each individual early educational facility takes full advantage of the nuances of its location.
Two of the guiding principles of the Reggio Emilia philosophy are:
The first of these is about the space that a child lives and learns. The best early learning experience comes from spaces that are filled with objects and resources that stimulate all five senses, encourage curiosity and have a positive, targeted and age-appropriate impact on child development.
The early years are a time when the brain is developing at an outstanding pace. Thousands of neural connections are being made – therefore, an environment that encourages curiosity, exploration and questioning is crucial to support this.
The second principle – the 100 languages of children – is symbolic. It references that children learn through hundreds of methods, such as singing, drawing, painting, dramatic play, sculpting etc. In other words, they learn through all the senses, meaning that each must be provided with stimuli of equal importance.
The atelier is the hub of the classroom. It’s filled with items that aren’t just playthings, but sensory items and objects that children can experiment with as they choose. This encourages discovery, experimentation, problem-solving and creativity that’s driven by the individuals’ interests. Activities are overviewed by the Reggio Emilia teacher – or atelierista – who observes the direction of travel and encourages (but doesn’t direct) further actions.
In short, the end product isn’t the destination. It’s the journey the child takes to get there that provides so much value.
The wide variety of media within an atelier is a crucial element. While this will include some of the usual art studio suspects (paints, crayons, glitter etc), a vital difference is the use of natural products. Their inclusion provides great value, with highly tactile and sensory elements providing children with a five-dimensional landscape in which they can make sense of the world around them, problem solve and learn to work in both a solo capacity as well as with their peers.
For instance:
Exploration is key. The atelier is a place where children can:
In short, while the atelier is an art studio, to refer to it in such a simplistic term is to overlook the global role it plays in early childhood development.
At Evoke Early Learning, our Albert Park and Clayton centres combine space, light and media to provide ateliers that promote an incredible sensory, art-focused environment. In combination with our advanced childcare philosophy and incredible early learning educators, we offer the ultimate home-from-home environment for the most precious members of your family.Book a tour today and come and meet our team.
Curiosity! The desire to further explore an object, concept or method, isn’t something we need to teach children – it’s an inherent part of being human. However, what they do need are the opportunities, environment and guidance that encourage such interest. Such landscapes promote discovery of the world around them - self-guided learning that follows a path unique to their interests.
One of the driving features of the Reggio Emilia approach is that children are the architects of their own learning. Their natural inquisitiveness is promoted by providing open-ended materials that allow them to embark on projects driven by personal appeal. The learning environment isn’t structured. Instead, Reggio Emilia teachers observe and gently guide each individual, letting them dictate the journey and outcomes.
Natural curiosity is dynamic. An interest in one thing evolves along a personalised path, often leading to random – but interconnected – discoveries.
In the Reggio Emilia setting, this is encouraged through intelligent, or open-ended, materials. These are items that provide a child with unlimited options, creating opportunities that are unique to whatever piques their interest. Examples include:
In short, objects that promote sensory discovery. It’s why you’ll see abundant natural materials within a Reggio Emilia classroom. These are far more interesting to look at, touch and smell than plastic. Even the simple act of sitting at a wooden table, with its different hues, knots, curves and bumps is far more thought-provoking than a dull expanse of plastic.
Such items stimulate multiple senses. From the gritty feel of sand to the roughness of twigs, the fragrance of flowers to the colours of paints and crayons, children can use and play with them how they choose. No two minds are alike – the journey of one child will likely be very different from those of their peers.
Early learning educators in the Reggio Emilia environment are highly skilled at noticing the direction of interest and adapting the curriculum in response. In addition, such open learning environments also nurture social interactions. This often leads to larger-scale projects that span days, weeks or even months, with input from other pupils or even the whole classroom. But the key element is that the direction is wholly influenced by the child (or children), with the teacher playing only a guiding role and not dictating the outcome.
Such provocations – something that stirs up interest and stimulates further exploration – create a truly delightful educational model. The building blocks of future education are rooted in these crucial early years. Developing a love of learning stems from indulging natural curiosity. The provision of materials that actively encourage this is key - it’s the very meaning of the Reggio Emilia concept of,
The environment is the third teacher.
Being encouraged to let their curiosity meander in whatever direction they choose cultivates a desire to find out more. In combination with the other core concepts of the Reggio Emilia approach – the child as the protagonist, the hundred languages of children, collaborative work between children, teachers and parents, and the teacher as the researcher and co-learner – young students are provided with the ultimate starting blocks of a lifetime of fulfilment and success.
At Evoke Early Learning, our childcare philosophy is centred around these key Reggio Emilia principles. From nursery, through toddler to kindy, our team is dedicated to creating the very best preschool environment for our children.
Book a tour to come and see us in action – our friendly team would love to show you our wonderful early learning environment.
