The Reggio Emilia Approach was created in the post-WWII period at the initiative of widowed mothers and under the coordination of journalist and educator Loris Malaguzzi. In a time of postwar urban reconstruction, the group's primary concern was the formation of new schools, where they wanted to create a peaceful, welcoming, and cheerful environment, with a domestic atmosphere where children could stay while their mothers worked. Understanding the children's interests and providing a suitable environment for exploration and experimentation is one of the focal points of this pedagogy. The creation of a safe and stimulating environment is so fundamental that, in much literature, it appears as a third teacher. Here, the child is understood as a powerful and capable being. Their innate curiosity is the fuel that guides their learning, because it is through it that the child experiences, absorbs, and builds their understanding of the world. Correspondingly, the child's development must occur in a multitude of different languages: expressive, communicative, cognitive, ethical, logical, imaginative, and rational.
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