It’s not often that the quiet, leafy streets of Reggio Emilia in Northern Italy become the center of global news, but as the Princess of Wales visits the birthplace of one of the world’s most inspiring educational philosophies this week, Patsy is reminiscing about her trip over a decade ago that led to some instrumental environment changes in Bumbles, and continue to influence and evolve with Bumbles today.
Back in November 2015, Bumbles Director, Patsy, made her own “fact-finding mission” via an International Study Tour to Reggio Emilia. The trip was a deep dive into a way of thinking that treats children as strong, capable, and resilient. She returned to Bumbles inspired by the concept of “The Hundred Languages of Children,” the idea that children have a hundred ways of expressing themselves, through art, clay, movement, and play.
“The environment is the third teacher.”
— This Reggio proverb became a cornerstone of Patsy’s vision for Bumbles after her 2015 visit.
The first five years of a child’s life are the most critical for building a healthy, happy future. Whether it’s the Princess of Wales meeting pioneers in Early Years Education or our team at Bumbles setting up a new nature-based activity, the goal is the same: putting the child at the center.
Since that pivotal trip in 2015, Patsy has worked tirelessly to weave these international “best practices” into the fabric of our nursery. You can see the Reggio influence in our:
- Natural Learning Spaces: Using “loose parts” and natural materials to spark curiosity.
- Creative Freedom: Encouraging children to lead their own projects and “investigations.”
- The Power of Relationships: Recognising that a child learns best when they feel deeply connected to their educators and their peers.
By giving children the right environment and the freedom to explore at Bumbles, we aren’t just “babysitting” your children, we are helping them build the foundations for life.
Read Patsy’s reflection from 2015 upon returning from her trip to Reggio:
International Study Group
The Reggio Emilia Approach to education
Loris Malaguzzi International Centre, Reggio Emilia, Italy
15th – 21st November 2015
It was an absolute privilege to be part of the Reggio Emilia Study Tour with a wonderful group of like-minded individuals. I went with an open mind, excited and eager to learn what the Reggio Emilia approach to education was all about. I had read articles prior to and in preparation of the tour, but it was only when I actually visited the Reggio Infant-toddler and Preschool Centres (4 in total) that I really began to appreciate what the Reggio Emilia approach looked like. The lectures were incredibly informative and each and every person who spoke did so with an obvious and sincere passion for their culture and the connection it had with their schools and the outcomes for the children in their care.
The week was intense with full days of lectures, exhibits and visits to Reggio centres. Participants from the 39 countries represented were all enthused and actively engaged in Q & A sessions throughout the week with so many positive comments filtering back to the speakers about their practice witnessed within their schools, the exhibits on display and the many videos which were shown.
There was a real opportunity for our group to reflect on our practices back in Northern Ireland and for me as an individual to reflect on my own practice and to deliberate on what aspects of the Reggio approach I could incorporate within my own setting and how and why I would choose to do so. Ultimately, the reason why we observe, reflect and adapt or change is so that we can improve our practice and affect the outcomes for children. I came away with a strong desire to develop our ideas in relation to:
- The role of the environment as the 3rd teacher
- How we use materials (including technology) to support children in constructing their own knowledge
- How / if we could / should change or adapt our methods of documentation
- A change in reference to children with additional or special needs to children with special rights and how we can better include and welcome them – what adaptations could we make to our current practice
- How we welcome and invite on a daily basis – our colleagues, our children and their parents
- How we encourage participation and what it really means / looks like – who do we encourage to participate?
In order to explore and develop the above ideas further within my own setting, it was important to share my new learning with my colleagues. Upon my return I shared a summary of my experience with our team and our parents via group email and posts on our website / facebook. In addition, I will share materials purchased in Reggio and the wealth of photographs which captured how the environment can be viewed as the 3rd teacher.
Thereafter, I feel that gradual changes within our environment will become apparent and play areas, both indoor and outdoor, will be reconstructed / refurbished with intent. Furthermore, as a team we will discuss our approaches in relation to the above ideas for development at group and team meetings and I envisage that we will conduct a workshop early in 2016 devoted to developing our shared vision for incorporating elements of this innovative approach into our everyday practice. Of course, we need to take into account our own culture and the legislative requirements that we in Northern Ireland are bound by which would not exist to the same extent within Reggio Emilia, but we must ensure that we do not allow such requirements to hinder / become barriers to achieving progress.
Learning and the gaining of knowledge does not happen without motivation, joy and fun!
