Learning at Atelier Kids
Reggio Emilia Inspired Childcare Services in Toronto
Reggio-inspired: Our educational philosophy
For half a century, the daycares in Reggio Emilia Italy have come together to develop a better way to educate children and create a more promising future for their community. Here at Atelier Kids, in Toronto’s Bloor West Village, just like the community of Reggio Emilia, we believe that each child is as a capable, curious and creative learner.
We are committed to the highest standards of childcare education for children aged 1 to 4 years old. We plan to open Fall 2018.
Atelier Kids – Our Core Beliefs
Every child is creative and full of potential
We learn best when we’re engaged
Relationships are vital
Newsweek has named this small collection of schools in Italy as one of the 10 best in world. Both Google and World Bank have Reggio-inspired childcare centres in their offices.
The birth of the Reggio Emilia philosophy
A young and inspirational teacher/educational psychologist, Loris Malaguzzi, founded the Reggio Emilia way of learning. He came upon a Northern Italian town where the citizens, at the urging of the women, were rebuilding a daycare from rubble so that families could get back to normalcy after World War II.
The Reggio Emilia principles:
Children must have some control over how they learn.
Children must be able to learn through experiences of touching, moving, listening, and observing.
Children must have a relationship with other children and with their environment.
Children must have endless ways and opportunities to express themselves.
The hundred languages of children
The Reggio Emilia philosophy believes that children have many ways of expressing their ideas or thoughts. The hundred languages is a metaphor for the different ways that children learn.
These languages include creative pursuits as they explore words, numbers, construction, scientific exploration and technology. Learning becomes fun again!
We create ideal spaces for children designed to engage them. Our children spend as much time out of doors as possible. They investigate qualities of light and shadow, they engage in clay and wire sculpture and sand play all the while exploring the shape, colour, texture and form of materials.
The Hundred Languages of Children
The hundred is there.
The child is made of one hundred.
The child has a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing, of speaking.
a hundred, always a hundred
ways of listening
of marveling, of loving
a hundred joys
for singing and understanding
a hundred worlds to discover
a hundred worlds to invent
a hundred worlds to dream.
The child has a hundred languages
(and a hundred hundred hundred more)
but they steal ninety-nine.
The school and the culture
separate the head from the body.
They tell the child to think without hands
to do without head
to listen and not to speak
to understand without joy
to love and to marvel
only at Easter and Christmas.
They tell the child
to discover the world already there
and of the hundred
they steal ninety-nine.
They tell the child that work and play
reality and fantasy
science and imagination
sky and earth
reason and dream
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says
“No way- The hundred is there.”
(translated by Lella Gandini)