The Reggio Children educational experience bases its idea of a child as a subject endowed with a hundred languages, of extraordinary development potential and subject to rights, who learns and grows thanks to the relationship with others. A child able to relate to the world. They do not know the world but have the tools to know it and want to know it. Children know themselves within this relationship with the world. A relationship in which they communicate internally by using “one hundred languages". In believing that children have “one hundred languages" in them, they compete with the adult to listen to them, recognise them, value them by favouring situations in which multiple potentials can emerge. No area can and should be omitted: all fields of human and childhood experience must find opportunities for listening and development.
“No way.
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 marvelling, of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to invent
a hundred worlds
to dream....”
Loris Malaguzzi
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