Fundamentals: Organization

In order to create both a pathway for people new to Reggio-inspired work and deepen our shared thinking, we offer a regular column, Fundamentals, to introduce and explore central principles of the Reggio Approach. The Reggio Approach is a complex system of thought and practice with many dynamic entry points that interact; it is not a method, program or curriculum. (Key Principles)

In our contexts, organization is often understood as an administrative concern, influenced by cost, efficiency and practicality. Sergio Spaggiari, former director of the Infant Toddler Centers and Preschools of Reggio Emilia reminds us: “I urge you to think of the value of organization…we believe it is an integral part of the educational project…a decisive element…Organization, in itself, is a pedagogical thought.” 

Viewing organization as a value means that organization of environment, time, roles and responsibilities and materials is not an afterthought, incidental or a bureaucratic set of decisions. Rather, it is essential in strengthening relationships between families and schools and creating opportunities for collaboration among educators. 

The many roles in Reggio – pedagogista, atelierista, cook, educator, family, public official – are layered, organized to maximize interaction and collaboration both within and across the preschools and infant-toddler centers and the city.

In Reggio, they make intentional organizational decisions that prioritize relationships. They group children and schedule staff to “foster stability, continuity, and a sense of belonging.” For example, children remain with each other and their teacher for multiple years. 

Additionally, physical space, furnishings, materials and schedule support small group work, and the walls reflect the history of the children’s experiences. 

“The organization of the work, the spaces, and the time of the children and the adults is a structural part of the values and choices of the educational project.”

The learning environment is itself a teacher. It communicates to children and adults many possibilities and invites multiple responses. The spaces, light, colors, attractive and appropriate materials and visual images surrounding children support learning. Reggio-inspired educators carefully select, arrange, organize and plan a learning environment that is rich, inviting, beautiful, unhurried and stimulating. Time and schedule are also components of the environment. Deliberate choices are made to slow down, to support uninterrupted play, exploration and interaction among children, building connections between experiences. An environment supportive of learning allows children to make choices, use a wide variety of materials, move around, work both alone and with others, engage all the senses, have new experiences and reflect on experiences.

Role of the Learning Environment

As Reggio educators allocate resources (time, space, relationships and attention) they deliberately enact and strengthen their stated mission and values, integrating theory and practice.

Resources

Edwards, C., Gandini, L., Forman, G. (Eds.), (2012). The Hundred Languages of Children: The Reggio Emilia Experiences in Transformation (3rd ed., p. 35). Praeger.

Reggio Children (2010). Indications: Preschools and Infant-Toddler Centres of the Municipality of Reggio Emilia. Reggio Children.

Reggio-Inspired Network of Minnesota: Role of the Learning Environment