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Saturday, September 7, 2024

The Reggio Emilia Philosophy: The Critical Role of Parents as the First Teacher

The Reggio Emilia Philosophy: The Critical Role of Parents as the First Teacher

The Reggio Emilia approach to early childhood education, originating in the town of Reggio Emilia in Italy, is renowned for its innovative and child-centered philosophy. Central to this approach is the belief that children are capable, competent learners who thrive in environments that support their natural curiosity and creativity. A key tenet of this philosophy is the recognition of three primary “teachers” in a child’s life: the parent, the classroom teacher, and the environment.
The Parent as the First Teacher

In the Reggio Emilia philosophy, parents are seen as the child’s first and most influential teachers. This perspective acknowledges that learning begins at home and that parents play a crucial role in shaping their child’s attitudes towards education and learning. Parents are viewed as partners, collaborators, and advocates for their children1. They are actively involved in their child’s education, participating in school activities, and contributing to the learning environment.

This involvement is not just about supporting homework or attending parent-teacher meetings. It is about creating a home environment that values and encourages learning, curiosity, and exploration. Parents in Reggio Emilia-inspired schools are encouraged to engage with their children in meaningful ways, fostering a love of learning that extends beyond the classroom2.
The Classroom Teacher as the Second Teacher

The classroom teacher in the Reggio Emilia approach is not just an instructor but a co-learner and guide. Teachers observe and document children’s activities to understand their interests and developmental needs. They create learning experiences that are responsive to the children’s curiosities and questions, facilitating a deeper and more personalized learning experience3.

Teachers also work closely with parents, sharing insights and collaborating to support the child’s development. This partnership ensures that the child’s learning is consistent and reinforced both at home and at school.
The Environment as the Third Teacher

The environment in Reggio Emilia schools is considered the third teacher. Classrooms are designed to be inviting, flexible, and reflective of the children’s interests. They are filled with natural light, open spaces, and materials that encourage exploration and creativity. The environment is seen as a living, dynamic space that evolves with the children’s learning3.

This concept extends beyond the physical classroom to include the broader community. Reggio Emilia schools often engage with the local community, incorporating real-world experiences into the curriculum and helping children understand their place in the world.
Breaking the Cycle of Poverty in Title One Schools

The principles of the Reggio Emilia approach highlight the importance of involving parents in their children’s education, a practice that can be particularly impactful in high-poverty, Title One schools. These schools often face significant challenges, including limited resources, high student-to-teacher ratios, and a focus on standardized test preparation. However, by embracing the Reggio Emilia philosophy, Title One schools can create a more holistic and supportive learning environment.

Empowering Parents: By recognizing parents as the first teachers, schools can empower them to take an active role in their child’s education. This can include providing resources and training to help parents support learning at home, creating opportunities for parents to participate in school activities, and fostering a culture of collaboration and mutual respect.


Creating Engaging Learning Environments: Title One schools can benefit from designing classrooms and school spaces that are inviting and conducive to exploration and creativity. This can help to engage students and make learning more meaningful and enjoyable.


Building Strong Relationships: The Reggio Emilia approach emphasizes the importance of relationships in learning. By building strong, supportive relationships between teachers, parents, and students, Title One schools can create a more nurturing and effective educational environment.


Community Involvement: Engaging the broader community in the educational process can provide additional resources and support for students. This can include partnerships with local businesses, community organizations, and volunteers who can contribute to the learning environment.

By adopting these principles, Title One schools can create a more inclusive and effective educational experience for their students, helping to break the cycle of poverty and support long-term success.

The Reggio Emilia philosophy offers valuable insights into the importance of parental involvement and the role of the environment in education. By embracing these principles, schools can create a more holistic and supportive learning environment that empowers students and their families, ultimately helping to break the cycle of poverty and support long-term success21.

3: NAEYC 2: Goodwin College 1: Wikipedia

The Waning Parental Involvement in US Public Schools: A Food for Thought

It’s a common observation that parental involvement tends to be high during the preschool and kindergarten years but gradually diminishes as children progress through elementary school. This trend raises important questions about the dynamics of parental engagement and its impact on children’s education.

Early Enthusiasm and Engagement

In the early years, parents are often highly engaged in their children’s education. This period is marked by a sense of novelty and excitement as children embark on their educational journey. Parents are eager to support their young learners, participating in classroom activities, volunteering, and maintaining close communication with teachers. The early childhood education system in the US often emphasizes the importance of parental involvement, which further encourages this high level of engagement.

The Gradual Decline

As children move into first and second grade, several factors contribute to the decline in parental involvement:

  1. Increased Academic Demands: As children progress through school, the academic demands increase. Parents may feel less confident in their ability to assist with more complex subjects and homework, leading to a gradual withdrawal from active participation.

  2. Work and Time Constraints: Many parents face increasing work and time pressures as their children grow older. Balancing work, household responsibilities, and other commitments can make it challenging to maintain the same level of involvement in their child’s education.

  3. Perception of Independence: Parents may perceive that their children are becoming more independent and capable of managing their school responsibilities on their own. This perception can lead to a reduction in direct involvement, as parents believe their children need to develop self-reliance.

  4. School Communication: The nature of communication between schools and parents often changes as children advance in grade levels. Early childhood educators typically emphasize regular communication and parental involvement, while communication in higher grades may become more focused on academic performance and less on collaborative engagement.

  5. Social Dynamics: As children grow older, they may express a desire for more autonomy and less parental involvement in their school life. This natural developmental shift can influence parents to step back, respecting their child’s growing independence.

Addressing the Decline

To address this decline in parental involvement, schools and educators can consider the following strategies:

  1. Continued Engagement Opportunities: Schools can create opportunities for parents to stay involved in meaningful ways, even as their children grow older. This can include workshops, family learning nights, and volunteer opportunities that align with parents’ schedules and interests.

  2. Effective Communication: Maintaining open and effective communication channels between schools and parents is crucial. Regular updates, newsletters, and parent-teacher conferences can help keep parents informed and engaged.

  3. Support and Resources: Providing parents with resources and support to help them navigate the academic challenges their children face can boost their confidence and willingness to stay involved. This can include homework help guides, online resources, and workshops on supporting learning at home.

  4. Community Building: Fostering a sense of community within the school can encourage ongoing parental involvement. Schools can organize events and activities that bring families together, creating a supportive network for both parents and students.

  5. Recognizing Parental Contributions: Acknowledging and appreciating the efforts of parents can go a long way in maintaining their engagement. Schools can celebrate parental involvement through awards, recognition events, and public appreciation.

By understanding the reasons behind the decline in parental involvement and implementing strategies to address it, schools can create a more supportive and collaborative educational environment. This, in turn, can help sustain the enthusiasm and support that are crucial for student success throughout their educational journey.

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