The Nobel Preschool programmes are inspired by the integration of the worldwide recognized Reggio Emilia Approach developed in Italy and the Multiple Intelligences theory investigated by Dr. Howard Gardner from Harvard University.
1. Education based on Interrelationships
Caring for the quality of early childhood education is the Italian tradition and culture. At the city of Reggio Emilia, Childcare services and education for children aged 0 to 6 has been one of the most crucial infrastructure. The Reggio Approach is a system that celebrates the role of collaboration among children, teachers and parent, the co-construction of knowledge , the interdependence of individual and social learning and the role of culture in understanding this interdependence.
2. Democratic School Management and Cooperation
The Reggio Approach puts children as the center of the early childhood education system. Everyone including children, families and the teachers is in the same “family”. Everyone is in equal role for learning and cooperation.
3. Long Term Projects as Vehicles of Learning
The curriculum and programmes planning in a preschool should help young children to learning the practical problem solving skills in their daily lives. Through project-based learning, teachers and children work together in a long-term process to learn effectively by being actively engaged in learning, interaction and cooperation.
4. The Hundred Languages for Teaching and Learning
Language is a powerful tool to support the communication between teachers and children. The Reggio approach suggests languages that carry symbolic meanings include actions, gestures, expressions, drawings, 3-dimensional artworks, etc.
5. Cooperative Learning and Reflection
The Reggio approach suggests that teachers should learn from the environment that is consisted of children, parents and other teachers. By documentation and ongoing professional development, teachers are constantly engaged in evaluating the performance quality in teaching and learning.
6. The Environment as the Third Teacher
The Reggio educators view the campus environment as a living organism. A place of shared relationship among the students, the teachers, and the parents. The layout of the physical space on campus encourages encounters, communication and bonding development. The environment, therefore, is regarded as “A teacher that does not speak”. Every corner on campus foresters the discovery of knowledge, the joy of learning, cooperation and active interaction.
The Hundred Languages of Childhood
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
Founder of the Reggio Approach
The characteristics of The Multiple Intelligences Theory
1. Linguistic Intelligence (Word Smart) ─
The understanding and communication ability using languages and text.
2. Logic-mathematical Intelligence (Number/Reason Smart) ─
The ability to apply numeracy, reasoning and categorizing skills.
3. Spatial Intelligence (Picture Smart) ─
Be accurate in managing the spatial concepts such as lines, shapes, distance between objects, etc.
4. Musical Intelligence (Music Smart) ─
The ability to differentiate, appreciate, express and create music.
5. Bodily-kinestic Intelligence (Body Smart) ─
Be strong in using motions, actions and body languages to express own feelings.
6. Interpersonal Intelligence (People Smart) ─
The ability to manage relationship between people, including the sensitivity in recognising people’s reaction and feelings, and in social communication.
7. Intrapersonal Intelligence (Self-smart) ─
The ability to maintain self-reflection in order to understand own emotions, attitudes and goals.
8. Naturalist Intelligence (Nature Smart) ─
The ability to explore and appreciate plants, animals and others in the nature.