Saint Gerard Majella Atelier

ACCLAimed as an exemplary model of early childhood education throughout the world, the Reggio Emilia approach to education is committed to the creation of conditions for learning that will enhance and facilitate children’s construction of their own powers of thinking through expressive, communicative and cognitive languages. The philosophy of our center is inspired by the Reggio Emilia approach and is based upon the following principles that take place in the pre-primary schools in this city in northern Italy:

Emergent curriculum expands upon the interests of children. Topics for deep study are captured from the talk of children, through community or family events, and the known interests of children. Teachers work together to come up with ideas about the possible directions of a project, the materials needed, and possible parent and/or community support and involvement.

Projects take place as in-depth studies of concepts, ideas, and interests of the group. They may last one day, weeks, a month, or could continue throughout the school year. Teachers help children make decisions about the direction of study, together they research the topic, work with representational medium to demonstrate the topic and select the materials needed to represent the work.

The Reggio Emilia approach calls for the integration of various medium as tools for development. Creations of concepts and hypotheses take place through various forms of representation such as print, art, construction, drama, music, puppetry, shadow play, and many other means. These are considered languages and are essential to children’s understanding of their experiences and the world around them.

Collaborative large and small group work is considered valuable and necessary to advance intellectual development. Children are encouraged to dialogue, critique, compare, negotiate, hypothesize, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self. Collaboration extends from the school into the community.

The teacher’s role is complex. Working as co-teachers, the role of the teacher is to be that of a learner alongside the children. The teacher is a researcher, a resource, a guide and a designer of the environment. Teachers carefully listen, observe, and document children’s work. Teachers are committed to their own learning as well.

Documentation of children’s work in progress is an important tool in the learning process for children, teachers, and parents. Representations of children engaged in experiences, their words as they discuss what they are doing, feeling and thinking, as well as the children’s interpretation of experience are displayed to enhance the dynamics of learning. Documentation is also used as assessment and advocacy.

Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. Environment is considered the “third teacher.” Teachers carefully organize space for small and large group projects and small intimate spaces for one, two or three children. Documentation of children’s work, plants, and collections that children have made from former outings are displayed both at the children’s and adult eye level.

Parents are a vital component to this philosophy. They are viewed as partners, collaborators and advocates for their children. They are the child’s first teacher and are involved in all aspects of education.

Our atelier truly is a space that is rich in resources, apparatus, and people with professional competencies. It is also a place for research to take place in collaboration between the children, teachers, families, and the community. We will implement this approach to the best of our abilities for the benefit of the families in our center.

Child Ages:

3 years - 5 years

Licenses & Accreditations:

California Department of Social Services: Community Care Licensing Division - NAEYC Accredited

Preschool:

Yes

Hours of Operation:

7.30am - 5.30pm Monday - Friday