Bambini Creativi

400 East 135th Street
Kansas City, MO 65145

Bambini Creativi believes that all children are filled with powerful potential that blossoms at an early age. It is a school that cultivates collaboration in a diverse community with innovative faculty and meaningful partnerships with children and the families. We know that long-lasting bonds have a positive impact on a child's first early learning experience. Families make a conscious decision to enroll their children in this particular educational environment, because they value original and creative thinking. Parents and educators support the children in their quest to understand new concepts; 'correct' answers are not always provided. The children discover the answers through exploration and trial and error.

Our school nurtures children's potential by providing rich learning environments. We support our students with opportunities for meaningful experiences and in-depth reflection. The children represent their knowledge in multitudes of expression. Parents and educators guide children to discover their ability to communicate using words, numbers, art, music, movement, science and the hundreds of combined possibilities. This gives meaning to the inspiration of the "hundred languages of children" by Loris Malaguzzi, the founder of the Reggio Emilia Approach.

Bambini Creativi recognizes that children are not only our future, but are citizens of the world now and are treated with respect and enjoy full rights.

Loris Malaguzzi (1920-1994) founded the Reggio Emilia Approach in a city in northern Italy. The municipal early childhood programs in Reggio Emilia have created an educational system that has been identified as the best early childhood programs in the world. (See Newsweek: "The Ten Best Schools in the World, and What We Can Learn from Them," December 2, 1991.) The Reggio Approach to early childhood education has attracted the worldwide attention of educators and researchers. This Approach to teaching has been adopted all over the world, including Europe, North & South America, Asia, Australia, and New Zealand. Even the National Association for the Education of Young Children (NAEYC)'s revised the latest version of developmentally appropriate practices (DAP) guidelines to include examples from the Reggio Approach.

In order to begin to understand The Reggio Approach, one must be familiar with a few essential terms and concepts. In Reggio, the child is viewed as strong, powerful, rich in potential, driven by the power of wanting to grow, and nurtured by adults who take this drive towards growth seriously. The Reggio vision of the child as a competent learner has produced a strong child-directed curriculum model. Children are encouraged to learn about themselves and the world around them through investigation and discovery. The curriculum has purposeful progression, but not scope and sequence. Teachers follow the children's interests and do not provide focused instruction. The Reggio Approach has a strong belief that children learn through interactions with others, including parents as partners, staff and peers in a friendly learning environment. The teacher as researcher is always thinking about the children and about their own educational practice. Reggio educators speak of their evolving "experience" and see themselves as a provocation and reference point for learning.

Key features of Reggio Emilia's early childhood program include: the role of the environment as the 'third' teacher; children's multiple symbolic languages; documentation as assessment and advocacy; long-term projects; the teacher as researcher and the home-school relationships.

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