A place where
children can shine 

Portishead’s Reggio Emilia inspired childcare centre

Lighthouse Nursery’s team of educators is passionate about incorporating a child’s family into the learning experience. As a Reggio Emilia inspired childcare centre, our nursery curriculum reflects our commitment to empowering a creative, confident and intelligent child. Our Portishead childcare centre welcomes children of all backgrounds, with our nursery curriculum and early childhood development programs facilitating and encouraging harmony and social cohesion.

Our nursery curriculum for early childhood development

At Lighthouse Nursery, our nursery curriculum and childcare centre environment are inspired by the Reggio Emilia approach. The northern Italian town of Reggio Emilia has a firmly established worldwide reputation for forward thinking approaches and excellence in early childhood development and education. In Reggio Emilia, the high quality experiences provided for young children are built on a set of key values which are reflected in our nursery curriculum, childcare centre and values. Moreover, our daily practice embodies the following key principles from the Reggio Emilia approach.

All children have potential
From birth the child has a need and right to communicate and interact with others. Through energy and curiosity the child constructs their own learning.

Children are communicators

Children have the right to voice their opinions and have them taken into account. In order to achieve this, children have the right to use many forms of symbolic representation: words, movement, drawing, painting, building, sculpture, shadow play, collage, dramatic play and music (the ‘hundred languages’). Children are able to explore and communicate ideas in many different ways and are able to link ideas across different media. In our multicultural nursery, we may not always share a language in common with a child right from the beginning. Basing our practice on listening to the children’s hundred or more languages enables us to include everybody and to recognise the value of different points of views and interpretations of others.

"Our image of the child is rich in potential, strong, powerful, competent and, most of all connected to adults and other children." - Loris Malaguzzi

Educators are partners, nurturers and guides

Educators facilitate children’s exploration of themes – through short or long-term projects – and guide experiences of open-ended discovery and problem-solving. They observe and listen closely to children in order to deepen their understanding of ideas and ways of working together. They reflect in groups to analyse their observations and decide how to further support the children’s learning.

Families as partners

Families have an active role in a child’s learning experience. They are encouraged to share their ideas and experiences of their child’s learning and are able to see what’s been happening in our nursery through documentation and discussions.

Documentation as a learning tool

Careful consideration and attention are given to the presentation of children’s thinking and that of the adults who work with them. Transcriptions of children’s words and dialogues, photographs, videos, observations and drawings are used for groups of adults and children to reflect on learning. This documentation enables children, educators and parents to share each other’s learnings, not just at the end of a learning process but as an aid to a continuing group idea.

Promoting the expressive arts

Children are largely encouraged to participate in a variety of expressive arts such as drawing, painting, writing, sculpting, dramatic play, puppetry, shadow play, dancing, music, textures, construction and more. It is believed that through expressive arts, children can revisit subjects of interest through many different media and experience their world in many different ways. Expressive arts is all about the learning process rather than the final product. ‘Our task, regarding creativity, is to help children climb their own mountains, as high as possible.’ (Loris Malaguzzi)

Loris Malaguzzi (1920-1994), the inspiration behind the Reggio Emilia approach, recognised all the many different ways in which children interpret the world and represent their ideas and theories. He emphasized the need for adults to recognise and value all forms of expression and communication in his poem ‘No Way. The Hundred Is There.’ This poem inspires the daily practice at our nurseries.

Loris Malaguzzi
Founder of the Reggio Emilia Approach

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 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
The child has
A hundred languages
(and a hundred hundred hundred more)
But they steal ninety-nine.
The school and the culture
Separate the head from the body.
They tell the child;
To think without hands
To do without head
To listen and not to speak
To understand without joy
To love and to marvel

Only at Easter and Christmas
They tell the child:
To discover the world already there
And of the hundred
They steal ninety-nine.
They tell the child:
That work and play
Reality and fantasy
Science and imagination
Sky and earth
Reason and dream
Are things
That do not belong together
And thus they tell the child
That the hundred is not there.
The child says:
No way. The hundred is there.

Find out how our curriculum can empower your child. Call:

01275 406 857

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