reggio-inspired APPROACH

Founded by the visionary teacher and humanitarian, Loris Malaguzzi, the Reggio approach refers to the philosophy of early childhood education that originated in Reggio Emilia, Italy following the destruction of World War II. After the war, educators and families believed that children needed new ways of learning to cultivate young minds as an investment in the future. It has since become the a best practice for teaching young children. It supports a certainty that the child, their parent, their community and their natural environment are all vital to a child’s learning process. The Reggio approach has strong foundations with nature and concentrates on having a learning environment that is rich with both creative and sensory experiences that allow children to grow and reach their full potential.

Image of the Child

The belief that children are endowed with a natural curiosity and a sense of wonder that feed their desire to discover and understand the world. They are competent and active participants in their own learning capable of fully interacting with their environment and collaborating with others.

One Hundred Languages

Children have countless ways of exploring, discovering and investigating the world, and expressing their learning through many "languages" including imaginative play, movement, music, dancing, drama, drawing, painting, sculpting, building and so much more.

Role of the Teacher

Teachers are co-learners and collaborators with the children. Through careful observation, documentation and thoughtful questions, teachers work and play in partnership with the children. Together they engage in project work to deepen their learning experiences and nurture relationships.

Role of the Parent

Parents are seen as partners in developing and sustaining our vital, caring community. Their participation supports the richness of the daily life of our school. Parent-teacher collaboration is instrumental in deepening the child's experience and learning.

Environment as Teacher

Much care and consideration is placed into every space the children occupy. It is designed to be inviting, inspire curiosity, challenge thinking, and reflect ongoing learning processes. The environment is known as the "third teacher." At our school, the outdoors plays a big roll.


Documentation is an important way to make learning visible. It promotes open communication between teachers and parents, allows teachers to reflect upon their practice, and affirms to the children that their work and play are highly valued.


Our emergent curriculum builds upon the natural curiosity and interests of the children. Skilled teachers carefully observe their students at play, responding, extending and guiding them toward new learning. When a topic of interest lends itself to further exploration, teachers and students work together to plan out a more robust project of study. Students ask questions, gather resources, conduct fieldwork, document their findings and report on their new discoveries. This "project approach"delivers on important learning goals while deeply engaging children, building motivation for continued questioning, and fostering a life-long love of learning and exploration.


A reading of The Three Little Pigs inspired children to act out the story, and to create houses of straw, sticks and brick. Eventually, the children wanted to learn more about how houses are built, and a deeper investigation of construction emerged. The children collaborated problem-solved how they could construct a kitchen and a bedroom in the classroom.

The Bridge Project

What started out as open-end block play led to an in-depth inquiry of bridges. When they noticed the children building bridges, the teachers made materials available that would inspire more play and investigation. A field trip to a draw bridge spurred further learning and excitement. By the end of the project, the children were experts on the subject and were able to teach others about suspension cables, the mechanics of a draw bridge, and why bridges are so necessary in our lives.

the restaurant project

The children in this class enjoyed preparing fruits and vegetables for snack, which led to the desire to learn more about where food comes from. A discussion during circle time led to questions and interest in restaurants. The class learned about the jobs and tools restaurants have, and created a restaurant in their room for pretend play and for serving real food to their families.


Christ Church Preschool is an Episcopal Preschool, affiliated with the National Association of Episcopal Schools. Like Christ Church Greenwich, our school is not solely a community for Christians, but a diverse community that welcomes families of all faiths and backgrounds. Christ Church Preschool guides each child according to our three pillars of Episcopal Values: Inclusiveness, Kindness, and Peace, without regard to race, religion, culture, nationality or economic status, fostering a deeper understanding of and relationship between mind, body, and soul. Having an Episcopal identity means that we share the core values that help teach our children to strive for justice and peace among all people and the importance of respecting every human being.





In chapel, classes gather with Deacon Susie or other children's clergy to sing songs, read stories, and share prayers and what they are grateful for. The children explore stories from the Old and New Testament as well as fables and folktales. The main focus is on values such as kindness, compassion, sharing, and being a good friend. Our chapel time seeks to nurture the inherent spiritual lives of all children. We believe that setting aside intentional time to slow down, take a deep breath, and wonder together equips students to explore big questions. Our chapel nurtures the goodness in every child with the goal of helping children develop a toolbox of ways to discover their spiritual path and create a more loving and kind school community and world.