It has been an integral part of our educational philosophy because it values the unique perspectives and abilities of each child. Children are capable and competent individuals who construct their own learning through exploration, inquiry, and interaction with their environment.

The Reggio Emilia approach also fosters a sense of community and belonging, and encourages lifelong learning through meaningful experiences. Reggio Emilia elements at KOMPASS are integrated into our early childhood learning in various ways:

1. Emergent, Child-Centered Curriculum

Rather than following a predetermined curriculum, learning emerges from the interests, questions, and experiences of the children. We design our curriculum around the interests, needs, and curiosity of our children. Our teachers observe and listen to the children, incorporating their ideas and questions into project-based learning experiences. How do we build a marble track? How are bugs built? What is a super hero? These and many other questions are being asked, investigated and explored.

2. Emphasis on the Arts

We place a strong emphasis on the arts, including visual arts, music and movement. Children are encouraged to express themselves through various creative mediums, fostering their imagination and self-expression. 

3. Collaborative Learning

Learning is a social process and we emphasize collaboration among children, teachers, and parents. Children learn through meaningful interactions with others and we encourage them to express their ideas and thoughts through various forms of communication, enabling children to use their „100 languages“. In group projects and activities we provide opportunities for children to work together, problem-solve, and learn from each other’s perspectives. 

4. Documentation and Reflection

We document children’s learning experiences in our KOMPASS Development Portfolios through photos and written observations. They document the child’s learning path and serve as a tool for reflection, assessment, and communication with parents, helping to make children’s learning visible, meaningful and to celebrate their achievements.

5. Environment as the Third Teacher

The physical environment is considered the “third teacher” (after parents and educators). Our physical environment is thoughtfully designed to inspire and support children’s learning. It includes open-ended materials, natural elements, and spaces for quiet reflection, as well as areas for group collaboration and exploration. We consider the learning environment as an important aspect of the learning process, stimulating curiosity and creativity. We prepare our educational areas based on functionality (children’s needs and interests) as well as aesthetics.