The Reggio Emilia Philosophy: What It Is and Why It Works
After the Second World War, the parents of Reggio Emilia — a small city in northern Italy — decided their children deserved a different kind of education. Led by educator Loris Malaguzzi, they built a system grounded in a radical belief: that every child is intelligent, creative, and capable of constructing their own learning.
Nearly eighty years later, the Reggio Emilia approach is one of the most respected early childhood philosophies in the world. At My Little Tree in Riyadh, we adopted this philosophy because it aligns with what we believe about children: they are not empty vessels to be filled, but curious individuals ready to explore the world on their own terms.
The Image of the Child
Reggio Emilia starts with a fundamental respect for children. Every child is seen as strong, capable, and full of potential. This belief shapes every decision — from how classrooms are designed to how teachers speak with children. At MLT, you will never hear a teacher say “you are too young for that.” Instead, you will hear, “show me what you are thinking.”
The Hundred Languages of Children
Malaguzzi famously described children as having “a hundred languages” — a hundred ways of thinking, expressing, and understanding. Drawing, sculpting, building, singing, moving, and storytelling are not extras. They are essential channels through which children make sense of the world. Our art atelier, music corner, and outdoor spaces exist because we take all hundred languages seriously.
The Environment as the Third Teacher
In a Reggio-inspired school, the classroom itself teaches. Natural light, real plants, beautiful materials, and thoughtfully arranged spaces invite children to engage. At MLT, we design our rooms with intention: low shelves so children can access materials independently, mirrors for self-discovery, and documentation walls where children’s work is displayed at their eye level.
Documentation: Making Learning Visible
Teachers at MLT continuously observe and document children’s learning through photographs, transcriptions of conversations, and samples of work. This documentation is not for assessment in the traditional sense. It is a tool for understanding each child’s thinking, sharing learning journeys with parents, and planning what comes next. Parents receive regular learning stories that make their child’s growth visible and tangible.
Relationships at the Centre
Reggio Emilia places relationships at the centre of learning. The teacher-child relationship is one of co-learning. The parent-school relationship is a genuine partnership. And the child-child relationship is where some of the deepest learning happens. Collaborative projects, small-group investigations, and daily conversations are the heart of life at MLT.
How It Looks in Practice at MLT Riyadh
A typical day might begin with children gathering to discuss a question that emerged from their play: “Why do shadows change?” Over the following days and weeks, children investigate through experiments with torches and sunlight, create shadow puppets, draw their observations, and build a shadow theatre. The teacher guides but does not dictate. The children own their learning.
This is not chaos. It is deeply structured — with the structure coming from the children’s genuine curiosity rather than a predetermined textbook.
Why Reggio Emilia in Saudi Arabia?
Saudi Arabia’s Vision 2030 calls for a generation of critical thinkers, innovators, and globally minded citizens. The Reggio Emilia philosophy produces exactly these qualities. By combining this approach with a strong emphasis on Arabic language, Islamic values, and local cultural identity, MLT prepares children who are rooted in their heritage and ready for the world.
We invite families to experience the difference. Schedule a visit and see the Reggio Emilia philosophy in action at My Little Tree Riyadh.
