Kristy Malone DipEarlyChildhood | Head of Amici
Tanya Turczyniak BEd | Head of Winjeel
Tracy Hannett BEd (Primary – Year 12) | Year Two Classroom Teacher

One of the values of the educational project of Reggio Emilia is the hundred languages of children which recognises that children possess a hundred ways of thinking, expressing themselves, understanding, and engaging with others. It highlights a holistic approach to thinking that interweaves various dimensions of experiences rather than isolating them. The hundred languages metaphor represents the remarkable potential of children, their process of knowledge-building, and the diverse ways in which life and understanding manifest.

The hundred languages is profoundly embedded in the work of Loris Malaguzzi, the founder of the Reggio Emilia Approach. His poem ‘No Way, The Hundred is There’ poignantly encapsulates the essence of this idea. Malaguzzi’s poem speaks to the vast array of ways children can express themselves, extending far beyond verbal communication to include art, music, dance, play, and other forms of creative expression. This perspective emphasises that every child is inherently capable and poses a unique way of learning that deserves to be respected and nurtured.

The hundred languages represent the rich diversity of human expression, highlighting the importance of acknowledging and fostering different forms of communication and understanding in children’s education. This approach challenges traditional educational models that often prioritise verbal and mathematical skills over other forms of intelligence and creativity. By embracing the Reggio Emilia Approach, as educators at Westbourne Grammar School, we are creating a more inclusive and enriching learning environment that recognises and values the full spectrum of children’s abilities and their multiple intelligences.

The implementation of the hundred languages in educational practice requires intentional planning and a deep understanding of children’s learning processes. As educators in a Reggio Emilia-inspired school, we design learning experiences that honour and encourage children’s diverse ways of thinking and expressing themselves. This involves creating an environment where children feel free to explore, experiment, and engage with various materials and experiences.

Our recent participation in an international study tour in Reggio Emilia, Italy, was both inspirational and thought-provoking. The tour immersed us in a rich exchange of ideas about humanity and culture. We explored how teachers intentionally plan and provide experiences to honour children’s learning and expression through the hundred languages.

Intentional planning is a crucial aspect of empowering the hundred languages in educational practice. As teachers, we carefully design rich learning environments that cater to the diverse needs and interests of children. This involves observing and listening to children to understand their thoughts, questions, and curiosities. Based on these observations, we plan experiences and projects that resonate with children and stimulate their thinking.

The role of the teacher is to facilitate this exploration, and scaffold children’s learning by encouraging children to think critically and creatively. By asking open-ended questions and engaging in meaningful conversations, we help to develop their ideas and expand their thinking. This process not only enhances children’s cognitive development but also fosters their curiosity and love of learning.

Reflective practice is also an integral part of the Reggio Emilia Approach. As teachers, we regularly reflect on our observations and interactions with children, considering how we can enhance our teaching strategies and support children’s learning. This continuous cycle of observation, documentation, planning, action, and reflection ensures that the educational environment remains dynamic and responsive to children’s needs.

Materials play a significant role in the Reggio Emilia Approach, serving as a medium for children to explore and express their ideas. The choice and presentation of materials are carefully considered to provoke curiosity and engagement. During our study tour, we observed the importance of educators exploring various materials and understanding their potential before presenting them to children. This careful consideration ensures that the materials provided are not only stimulating but also meaningful, encouraging deeper engagement and creative expression among the children.

When children are presented with materials, they are encouraged to explore and interact with them, fostering their curiosity and wonder. This process helps children develop a deeper connection with the materials and think more critically about their use. By offering a variety of materials and encouraging experimentation, we foster the development of multiple forms of expression and understanding.

The hundred languages emphasises that creativity is not limited to artistic expression but encompasses all areas of learning and development. Children are encouraged to use their imagination and creativity in everything they do, from problem-solving and storytelling to building and designing. At Westbourne Grammar School, we support children’s creativity by providing a rich and varied environment that offers countless opportunities for creative expression. This includes well-designed learning spaces equipped with a wide range of materials and resources.

The Reggio Emilia Approach recognises that learning is a complex and interconnected process. We aim to give visibility to the hundred languages, encouraging children to cross borders between different forms of expression and knowledge, integrating their experiences in meaningful ways. After being immersed in the city of Reggio Emilia, we came away back with a deeper understanding of the importance of intentional planning and reflective practice.  As educators, we respect and value children’s needs and interests, fostering the development of the whole child, and instilling a lifelong love of learning.