The Hundred Languages of Children
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 always a hundred
ways of listening
of marveling of loving
a hundred joys
for singing and understanding
a hundred worlds
to discover
a hundred worlds
to dream.
The child has
a hundred languages
(and a hundred hundred hundred more)
– poem by Loris Malaguzzi
Children are capable beings with knowledge and potential to construct their own learning, communicate, and interact with others. They are part of a social system involving their families, schools, and communities.
Children utilize various forms of communication (The Hundred Languages). Their work with different materials such as sculpture, light, photography, collage, painting, building, writing, music, dramatic play, and many more sources expresses their understanding and curiosity. It enables a course for their ideas, theories, and plans to be developed.
The environment is a "third" teacher. It encourages exploration and discovery as well as interactions with peers. Objects are beautifully and purposefully arranged.
Teachers learn with the children and provide appropriate questions for further exploration and research on children's projects and plans. They utilize documentation to understand how children learn and perceive the world.
Documentation allows for reflection and questioning of ideas and concepts. Through its use, a path to learning emerges as problem solving processes and solving problems are revisited and discussed. Documentation also serves as an open communication channel with parents.
Parents are partners in children's learning. They are active participants in their children's education.
Children know and witness that their thoughts, ideas, plans, projects, abilities, and theories have value. Their teacher, educator or atelierista listens to what they have to say and what they express in their 100 languages.
