Recycled Materials in the Classroom? Discover Why Not All Follow the Reggio Emilia Approach

In recent years, the use of recycled materials in the classroom has gained popularity. However, not everyone using recycled materials is following the Reggio Emilia approach. This educational philosophy goes far beyond simply reusing objects; it’s about how these materials are chosen and used to inspire and support children’s learning.

In this post, we will explore what distinguishes the use of recycled materials in Reggio Emilia and how the intention behind and the way materials are used can make all the difference.

Recycled Materials in Reggio Emilia

The Reggio Emilia Approach and the Intent of the Material

The Reggio Emilia approach places a deep emphasis on the intention and purpose of every material in the classroom. Here we explore how materials are chosen and used, and what makes them truly "Reggio":

• Materials for Exploration, Not Instruction
  In Reggio Emilia, recycled materials are not introduced with a rigid intent or specific task in mind. They are placed in the environment in an open-ended way, allowing children to explore them freely and build their understanding from experience. For example, a box of bottle caps or corks might be available simply as a resource for children to explore their properties (weight, texture, shape) or spontaneously build something with them.

• Materials as the Protagonists of Learning
  In the Reggio approach, materials are present to foster children’s autonomy and creativity, not to guide them down a fixed path. The key is that children take ownership of the materials, use them in their own way, and integrate them into their projects, explorations, or personal narratives. For example, when offering a collection of tubes, fabrics, or stones, the teacher does not expect the children to follow a specific instruction. Instead, the teacher expects them to find ways to integrate these materials into their creative process or an ongoing project.

• Materials that Invite Reflection and Observation
  Recycled materials, when used in a true Reggio context, invite children to observe, touch, compare, and analyze. The arrangement of the materials is not accidental, but thoughtfully designed to spark curiosity and make children ask questions about the objects: How does this stone sound? What shapes can I create with these tubes? This invitation to discovery is a fundamental part of the Reggio approach and goes far beyond simply having recycled materials present.
  

Not All Recycled Materials are Reggio Emilia

In many environments, recycled materials are used with a specific or directed purpose, leaving little room for the child’s free exploration. This differs significantly from the Reggio Emilia approach, where exploration and self-expression are essential. Let’s explore some key differences:

• Guided Use of Materials
  In a more traditional activity, the teacher may decide how materials will be used and guide children through a specific process to create something particular, like a craft or a figure. Even if recycled materials are used, the process is directed by the teacher, limiting the child’s ability to experiment and make discoveries on their own. This contrasts with the Reggio philosophy, where the adult acts more as an observer and facilitator than as an instructor.

• Activities with a Defined Final Product
  In many cases, recycled materials are used in activities with a predetermined final outcome. For example, in some classrooms, children may create an art project using toilet paper rolls or plastic bottles, but following specific instructions to reach a final product. While these activities can be fun and foster creativity to some extent, they don’t allow for the level of autonomy that is essential in Reggio Emilia, where there is no specific “final product” in mind and projects tend to be open-ended.

• Materials for Learning and Personal Development
  In Reggio Emilia, the use of recycled materials is closely linked to children’s personal development and discovery. The materials are there for children to play with, build their own meanings, and explore their physical and aesthetic properties. In other settings, materials may serve a more didactic purpose or be focused on developing a specific skill in a directed manner, such as fine motor work or specific abilities, which can limit the child’s experience and free exploration. 
  

The Role of the Teacher in Material Selection and Presentation

In a Reggio Emilia context, the teacher is thoughtful and mindful when selecting and presenting materials. The teacher not only considers the type of material but also how it is placed and arranged in the classroom to encourage exploration.

• The Teacher as a Curator of Space
  Teachers in Reggio Emilia do not simply “leave” materials in the classroom; they arrange them in a way that suggests possibilities without imposing limits. A visitor to a Reggio classroom might notice carefully organized tables or corners, where objects are arranged in small trays or groupings that capture children’s attention and invite them to approach.

• The Teacher as an Observer and Documenter
  When offering materials, the teacher closely observes how children interact with them and documents this process to understand their interests and learn from their expression. This documentation helps the teacher adjust the environment based on the children’s needs and desires, allowing the learning space to evolve with them. This approach contrasts with a more guided activity, where the teacher constantly intervenes in how the child uses the materials.

• Constant Adaptation and Evolution
  In the Reggio Emilia approach, the teacher also continually adapts the materials according to the group’s project or interest, allowing them to evolve and change based on the classroom dynamics. If a group of children shows interest in building structures with branches and stones, the teacher may introduce additional materials to support this exploration. This flexibility is key in Reggio and contrasts with more rigid educational methods.
  

The Bottom Line: Intent Makes the Difference

Using recycled materials does not automatically make a classroom Reggio Emilia. The difference lies in the intention behind the materials and how they are used: in Reggio Emilia, materials invite free exploration, creativity, and discovery without a fixed path to follow. The teacher acts as a facilitator, curator, and observer, allowing the children to guide their own learning process.

Understanding the importance of this intention is key for any teacher or educator who wishes to apply the Reggio Emilia approach, remembering that it is more of a learning philosophy than just a set of tools or materials. This approach allows children to develop an authentic relationship with their environment, exploring the world at their own pace and building lasting, personal knowledge.

If you’re interested in specific resources for promoting recycled material projects in the classroom, feel free to check out my TpT store, where you’ll find materials and activities designed to enrich children’s learning experiences in sustainable ways.