The Princess of Wales has arrived in Reggio Emilia, Italy, for her first major overseas visit since recovering from cancer treatment. During the trip, she is studying the globally influential Reggio Emilia approach, an early-years education philosophy centred around creativity, nature, community, and child-led learning.
What is the Reggio Emilia approach?
Developed after World War II by psychologist Loris Malaguzzi, the Reggio Emilia approach is built on the belief that children are naturally curious and capable learners. Holly Amber Stokes, senior lecturer in psychology at Arden University and an early childhood education specialist, explains: “It’s an early-years philosophy built on the idea that children construct their own understanding of the world through exploration, play and relationships.” Unlike traditional education, it avoids rigid timetables and standardised outcomes. Instead, children’s interests guide learning, with teachers acting as facilitators. The environment is considered “the third teacher,” featuring natural light, outdoor spaces, and open-ended materials.
Why is it gaining attention now?
The Princess’s interest aligns with her work through the Royal Foundation Centre for Early Childhood. Experts say the growing fascination reflects concerns about children’s wellbeing. “We’re seeing rising anxiety, emotional difficulties and pressures on young children,” Stokes says. “Approaches like Reggio Emilia prioritise emotional development, creativity and a sense of agency – all of which are protective factors for mental wellbeing.” Research also shows play-based learning improves long-term engagement and academic outcomes.
What does it look like day-to-day?
Reggio Emilia classrooms appear relaxed but remain highly educational. A typical day includes storytelling, role-play, drawing, building, gardening, or outdoor exploration. If a child shows interest in something, that curiosity becomes a starting point for deeper learning. Learning goals are woven into activities naturally – counting blocks develops numeracy, acting out stories builds language, and nature walks inspire writing. Teachers use “scaffolding,” gently extending thinking through questions and prompts.
How can parents use it at home?
Many elements happen naturally in family life. Simple games like I-Spy, imaginative play, storytelling, drawing, or outdoor walks become opportunities for child-led learning. Stokes advises following the child’s curiosity: “You might ask, ‘What do you think will happen if…?’ or ‘Can we make this bigger or more detailed?’” Play is viewed as learning itself, not a reward.
Does it work for every child?
The model’s flexibility benefits quieter, anxious, and neurodiverse children, including those with ADHD or autism. “There’s less emphasis on ‘getting it right’ and more space for trial and error, which can build confidence over time,” Stokes says. Play-based learning helps regulate emotions and navigate transitions in a lower-pressure environment.
This philosophy resonates with the Princess of Wales’s focus on early childhood development, and her visit shines a global spotlight on the Reggio Emilia method.
