Reggio Emilia Approach

This approach derives its name from its place of origin, Reggio Emilia, a city in Northern Italy.

Shortly after the Second World War,  LorisMalaguzzi, a young teacher  and the founder of  the Reggio Approach,  joined forces with the parents of this region to provide child care for the children in their war torn country.

Children are born capable of learning, storing, and organizing information on their own. They are competent in communicating with many modalities and media known as “The hundred languages of children”

Click here to download “The Hundred languages of Children”

Boston International School Early Years Center adopts the IB curriculum, at the same time, inspired by Reggio Emilia practices from Italy which enhances the existing environment to inspire and investigate active learning through structured play. English is the main language of instruction, we place a strong emphasize on teachers and students' interaction and communication to establish learning models through daily exploration.

When you walk into our Early Years, you will find wide windows everywhere, connecting the outside world with the indoor environment, providing an interesting perspective for the children to observe the world around them.

“Light and certain light phenomena are central protagonists and highlight the extent to which expressiveness and beauty can accompany an understanding of scientific thinking”

                                                                                                                                                                                             -  VeaVecci

In Boston Early Years learning, we place great emphasis in the use of "light" to help and support young children's exploration and provocative learning. Light will become one of their closest "friends" to their investigations.

Light Studio is a rich, exploratory space that emphasizes experiences in scientific and aesthetic investigations, which is a vibrant learning area. Children can actively participate in the research and interaction of light, reflection, shadow, space, color, shape, line, symmetry and balance. Playing with light and shadow enables children to learn to appreciate the wonder of the surrounding world with their appreciative eyes, and constantly inspire their natural curiosity.

The use of man-made light holds fascination and intrigue, as well as an element of risk and challenge. It creates a learning opportunity for children to explore unlimited possibilities in the magical world of light and shadow. On a sunny day, the child chases his shadow in the open, or on a rainy day where a flashlight shines on a building block or it can create many unimaginable stories. Children's creativity and imagination for light and shadow are inexhaustible.

When light illuminates an object, it makes the object more distinctive and helps the development of a child's concentration and observation. At the same time, it can also teach them to observe and view things from different angles. The exploration of light improves the ability of children to look at things from different angles and solve problems differently. This also effectively promotes the development of our children's social skills and exploratory abilities.








Vea Vecci has explained using 'Atelier' to define our children's art room, “Because it was the  most suitable metaphor for a place of research where imagination, rigor, experiment, creativity and expression could interweave and complete each other”. “Atelier” is understood as a physical space within a school dedicated to children’s exploration and is an important space to inspire imagination and creativity, a place to document children’s thinking as they express themselves in the “100 languages”.

An essential purpose of the atelier is to offer a variety of high-quality materials to all ages of children and to serve as the central place in the school where many collections of materials are located and used. These collections often include traditional art media, such as paint, drawing, or clay, but also may contain non-traditional materials, such as found objects, loose parts, recycled items, and natural materials as stones, shells, leaves, dried flowers, and sticks. The many types of rich and interesting materials in the atelier are used to facilitate children’s learning. Let them understand the importance of giving "life" to an object by their creativity.

We are excited to be creating a very new and inspiring space for our children to engage in self-expression and inquiry learning. With different learning methods, different "intelligence" (Gardner's multiple intelligence theory) , our children need different tools and materials to inspire their exploration and learning. When the environment is rich and flexible and conducive to learning, it will attract children's interest, and stimulate their curiosity, thereby encouraging them to try, act, and express their ideas.

We are very excited and trying our best to create an innovative, flexible and enlightening learning environment for all the children at BIS, so they can express themselves in a “100 languages”. We look forward to meeting you at our Early Years Open Day, and shaping the future for your child’s together. Boston International School will join hand in hand with you to celebrate your learning.