Why Not Everything Is Recycled in Reggio Emilia: Debunking Myths and Exploring the Teacher's Role

The Reggio Emilia philosophy has gained worldwide popularity for its child-centered approach, which values self-expression, exploration, and a strong connection with the environment. One of the most discussed aspects is the use of materials, particularly recycled or everyday items. However, not every material in a Reggio Emilia classroom is recycled. In this article, we will explore why different types of materials are chosen and the crucial role of the teacher in this process. We will also discuss whether this approach implies a greater workload for the teacher compared to traditional methods.

Materials in Reggio Emilia: Not Everything is Recycled

It is often assumed that materials in the Reggio Emilia approach are exclusively recycled, but this is only part of the story. In Reggio, materials can be natural, recycled, or specifically designed for the classroom. Here’s why this variety exists:

• Intentional Choice of Materials: In Reggio Emilia, every material is chosen intentionally to spark the child’s curiosity and learning. Recycled materials are useful because they encourage creativity and allow children to imagine multiple uses. However, there are also times when new or specific materials are selected to enable other forms of exploration.

• The Environment as the Third Teacher: According to the Reggio Emilia approach, the environment should inspire and support learning. This means that materials need to be in good condition and carefully selected based on the children's interests and projects. Sometimes, specific and well-maintained materials are essential to make the space inviting and stimulating—something that cannot always be achieved with recycled items alone.

• The Importance of Natural Materials: Besides recycled materials, many items in Reggio Emilia are natural (like stones, sand, water, and leaves) because they provide a direct connection to the environment. These materials allow children to explore the natural world and understand scientific and ecological concepts, which are crucial for their holistic learning experience.

The Teacher's Role in Reggio Emilia: More Work Than in Traditional Education?

The role of the teacher in Reggio Emilia is much broader and, in certain aspects, more demanding than in a traditional educational setting. Here are some of the elements that require greater effort in this approach:

• Observer and Documenter Role: In Reggio Emilia, the teacher spends a significant amount of time observing, documenting, and analyzing each child's work to understand their interests and learning processes. Documentation is fundamental, as it helps plan future activities tailored to the children's needs. This process requires more effort and time compared to traditional methods, where teachers typically follow a fixed curriculum.

• Planning Based on the Child’s Interests: Projects in Reggio Emilia are not usually planned months in advance. Instead, the teacher must be flexible and adapt activities based on the emerging interests of the group. This approach demands creativity, flexibility, and real-time planning skills, which can be more challenging than following a predetermined curriculum.

• The Environment as the Teacher’s Responsibility: Creating and maintaining an inspiring and functional environment is a constant responsibility of the teacher in Reggio Emilia. This involves organizing spaces to invite exploration and rearranging them according to the group's needs. In comparison, traditional education settings tend to have more static environments that require fewer adjustments.

• Constant Interaction and Collaboration: The teacher in Reggio Emilia works closely with children, families, and other educators to foster a collaborative atmosphere. This includes maintaining open communication with families and understanding each child’s context to integrate these realities into their learning. This level of interaction is more extensive than in traditional education, where these relationships may be less close.

• Long-Term Project Development: Unlike traditional education, where activities are often short-term, Reggio Emilia projects can last weeks or even months. The teacher must plan, oversee, and adjust these projects over time, guiding the children without imposing a specific direction. This requires patience, ongoing observation, and the ability to support children’s self-directed learning.

In the Reggio Emilia approach, materials and the environment are thoughtfully selected, not limited to recycled items but including any resource that enriches the learning experience. The teacher’s role, on the other hand, is particularly complex and demands skills that go beyond the expectations of a traditional educational setting. From observation and documentation to creating a flexible and stimulating environment, the teacher in Reggio Emilia is undoubtedly a facilitator of autonomous learning and a creator of meaningful experiences.

This commitment and dedication make the teacher a key element in nurturing creative, curious, and engaged children. Although the work may be more demanding, the outcomes in the children's overall development reflect the value of this unique and enriching educational approach.

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.