OUR PEDAGOGY
Cultivating Curiosity, Culture, and Care
Rooted in local contexts, our pedagogy empowers young learners to explore, create, and lead within their own communities.
An Overview of the Haraya Pedagogical Framework: Empowering Young Learners in Specified Community Cultures Through Project-Based Learning ​& the Reggio Emilia Approach
The Reggio Emilia approach to early childhood education is rooted in the ideals of its founder, Loris Malaguzzi. It emphasizes the importance of the child as an active participant in their own learning. This educational framework views children as capable, curious, and resourceful individuals who construct knowledge through interactions with their environment, peers, and educators.
The Reggio Emilia approach aligns seamlessly with project-based learning (PBL), a pedagogical strategy that nurtures children's innate inquisitiveness and develops their problem-solving skills through hands-on, meaningful projects. This page explores how the Reggio Emilia framework, anchored in Haraya's project-based learning and spiraling curriculum, fosters holistic development in young learners, enabling them to thrive both in and outside the classroom.
The Reggio Emilia Approach / Inspiration
The Reggio Emilia approach is an educational philosophy developed in post-World War II in Italy. Its founder, Loris Malaguzzi thought it was best to develop a way of learning that respected the children, families, and communities that were heavily affected by the war. This approach is centered around several key principles:
COLLABORATION
Emphasis is placed on social interaction and collaboration. Children learn from each other, and this communal aspect not only promotes social skills but also aids cognitive development. Educators facilitate group work, encouraging children to express their thoughts and collaborate on projects.
CHILD-CENTEREDNESS
The philosophy believes and stands by the principle that children are competent individuals who have the right to express themselves and make choices about their learning. See the child not as a blank slate to be filled, but rather as an active participant and co-creator of knowledge. This perspective empowers children to engage deeply with their interests and develop a sense of agency.
DOCUMENTATION
Teachers in Reggio Emilia settings document children’s learning processes through notes, photographs, and displays. This documentation not only makes learning visible but also allows educators to track progress and adapt their approaches to better meet individual needs.
Environment as the Third Teacher
The physical space of the classroom is designed to be inviting, stimulating, and reflective of the children's work and interests. The physical space of the classroom is designed to be inviting, stimulating, and reflective of the children's work and interests. Natural materials and open spaces encourage exploration, creativity, and connection to nature. Depending on the culture of the school or learning center, the Reggio Emilia inspiration may very well be adapted into different cultures, still centering on authenticity, nature, community, and active learning from all stakeholders.
Haraya’s Spiraling Curriculum: A Supplemental Tool for
Reggio Emilia-Inspired Learning​
On top of the basic Raggio Emilia framework, we at Haraya have further developed what we like to call the "spiralling method". A spiraling curriculum revisits core concepts throughout early education, each time at a deeper level. This approach aligns with Reggio Emilia and project-based learning by reinforcing understanding, fostering skill development, and supporting individualized learning. Repeated engagement strengthens connections across disciplines, nurtures critical thinking and problem-solving, and allows educators to adapt learning to each child's interests and development.
Integrating Reggio Emilia and project-based learning within a spiraling curriculum creates an enriching environment that promotes exploration, creativity, and continuous growth.
Project-Based Learning (PBL) in Reggio Emilia
Project-based learning is an instructional methodology that enables students to engage in active exploration of subjects through real-world projects.
Key elements of PBL include:
AUTHENTICITY
Projects are rooted in real-world issues or interests, allowing children to see the relevance and application of their learning.​
Inquiry and Investigation
Children pose questions, conduct research, and explore solutions as part of a guided inquiry process.
Creative Expression
PBL encourages children to use various representational forms as they express their understanding—drawing, building, writing, or performing.​
Reflection
Both educators and children reflect on the learning process, assessing what was learned and how it might inform future projects. Integrating PBL within the Reggio Emilia framework furthers the initiative of seeing children as capable researchers.
For instance, when a group of children shows interest in the life cycle of butterflies, teachers can design a project that incorporates observations, research, and artistic representation. By guiding children through their inquiries while offering opportunities to explore multiple disciplines, educators scaffold learning in ways that resonate with each child’s capabilities.
The Reggio Emilia approach, anchored in Haraya's project-based learning and spiraling curriculum, offers a compelling framework for young children’s education. It recognizes the child as an active participant in their learning journey, equipping them with the skills and confidence necessary to succeed both within the classroom and beyond.
By fostering collaboration, creativity, and critical thinking, this educational philosophy not only prepares children for future learning but also cultivates a lifelong
love of inquiry and discovery.
In a world that increasingly values collaboration and innovation, the principles of the Reggio Emilia inspiration serve as a powerful reminder of the potential
that lies within each child.
