Embracing a Child-led, Inquiry-based, and Reggio-inspired approach
As creative and curious individuals, with unique capabilities and multiple intelligences, every child at our school is viewed as an active participant in their learning journey.
”We teachers must see ourselves as researchers, able to think, and produce a true curriculum, a curriculum produced from all of the children”Malaguzzi (1993 p.4).
The South African National Curriculum and Assessment Policy Statements (CAPS) is an incredibly rich curriculum. The Foundation Phase for 6 to 9 year olds includes content for math, home language (English in our case), a first additional language (for example, isiZulu), and Life Skills. Life Skills in particular enables children to explore the world, and their emotional intelligence, through the creative arts.
As we have contextualised a child-led, inquiry-based and Reggio-inspired approach for South Africa, we have seen how it is possible to be child-led whilst ensuring the requirements of the curriculum are fulfilled. Although facilitating a learning environment that is mindful of the curriculum – rather than teaching to it – might sound like a subtle shift in posture, it has huge implications on the way we teach, and what this communicates about the value we place on children.