Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.
I love this quote from Loris Malaguzzi. It is from book entitled The Hundred Languages of Children.
Loris Malaguzzi is responsible for developing one of the world’s most popular educational approaches to date and that is the Reggio Emilia approach to early childhood education. You can learn more about his work in this post we wrote last year.
Take a moment to think about his words . . .
Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.
I think his words are such an important reminder to early childhood educators to slow down and be present with young children. To appreciate the very moment that is happening. And to truly observe young children as they engage, process and interact — with materials, the environment, other children, educators and themselves. There is so much that can be understood when we are attentive to the very cognitive processes that are unfolding right before our eyes.
When I was thinking about this quote I searched through some other blog posts and writing. I was curious to find others who also appreciated Malaguzzi’s same words too. One journal article I came across was from the UK’s National Foundation for Education Research. Entitled “Developing young children’s creativity: what can we learn from research?” and written by Caroline Sharp it’s a detailed look at creativity in young children.
Within the article Caroline notes:
Another suggestion for adapting the notion of creativity to suit young children is to put the emphasis on the creative process, rather than to judge the quality of their ‘products’.
And I guess it should come as no surprise that she also quoted Loris Malaguzzi as well. His words obviously caught her attention too. I think that’s because it’s such a fantastic, deep quote. It’s the kind of quote that has the potential to stand the test of time. If you are interested in reading more of what Caroline shared about creativity you can read the full journal article. As part of the conclusion, Caroline noted:
Creativity is an important human characteristic. It is perhaps best thought of as a process, requiring a mixture of ingredients, including personality traits, abilities and skills. Early years staff can help young children to develop their creativity by providing a creative environment, helping children to build up their skills through play, behaving creatively themselves and praising children’s creative efforts.
So — think process — not product. Think many ingredients. Support young children to engage in the whole process. And make sure that as an educator you are present — and — engaging too. That matters. In fact — all of it matters.
Let go of the need for end results.
Simply be present.
Simply engage.
And support the creativity to emerge — for the children you work with — as well as yourself.
Digging Deeper: Your Questions About Loris Malaguzzi and Reggio Emilia Answered
What Was Loris Malaguzzi’s Best Quote?
The quote that takes the spotlight in this post is often considered one of Loris Malaguzzi’s best: “Creativity becomes more visible when adults try to be more attentive to the cognitive processes of children than to the results they achieve in various fields of doing and understanding.” This insightful statement encapsulates the essence of his philosophy, emphasizing the value of the process over the product.
What is Loris Malaguzzi’s Theory?
Loris Malaguzzi developed the Reggio Emilia approach, a pioneering educational philosophy focusing on preschool and primary education. This approach views children as competent, resourceful beings capable of constructing their own learning. Within this context, educators serve as co-learners rather than traditional teachers, embodying the role of guide and facilitator.
What is the Quote About Children in Reggio Emilia?
Another powerful quote from Malaguzzi about children’s role in Reggio Emilia is: “The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.” This speaks to the importance of a versatile, stimulating environment that fosters children’s intrinsic curiosity and passion for learning.
What is Meant by the 100 Languages of Children?
The “100 Languages of Children” is a concept integral to the Reggio Emilia approach. It refers to the many ways children express themselves and interact with the world. These ‘languages’ can include drawing, sculpting, dramatic play, and more. Recognizing these diverse modes of expression allows educators to better understand and facilitate children’s cognitive processes.
es Reggio Emilia Believe About Children and How They Learn?
Reggio Emilia believes that children are active participants in their own learning. The philosophy is underpinned by a set of guiding principles, including the role of the environment as the “third teacher,” the importance of collaboration, and the value of documentation to make the learning visible. Children are encouraged to explore, observe, hypothesize, question, and discuss to acquire knowledge, always guided by their intrinsic motivations.
Did Loris Malaguzzi Create Reggio Emilia?
Yes, Loris Malaguzzi was instrumental in developing the Reggio Emilia approach after World War II, based in the towns and villages around Reggio Emilia in Italy. His philosophy has since gained international acclaim for its innovative, child-centered approach to early childhood education.
What Does a Reggio Emilia Classroom Look Like?
A Reggio Emilia classroom is designed to be an “atelier” where both children and adults can think, explore, and construct together. The setting is often filled with natural light, and elements from nature, to inspire a sense of wonder. There are multiple stations equipped with a variety of materials to encourage children to express their “100 languages.”
What Are the Disadvantages of Reggio Emilia?
Despite its innovative approach to early childhood education, the Reggio Emilia model isn’t without its criticisms. Detractors often highlight the absence of a formalized curriculum as a potential weakness. They argue that this flexibility, while fostering creativity, may not offer the foundational skills that children might need in more conventional educational settings.
What Are the 7 Characteristics of Reggio Emilia?
The seven characteristics commonly associated with the Reggio Emilia approach include:
- The child as an active participant in learning.
- The significance of environment.
- The teacher, parent, and child as collaborators in the process of learning.
- The importance of documentation.
- The role of time as a variable.
- The value of aesthetics and artistic expression.
- The focus on social interaction and communal activity in learning.
How is Reggio Emilia Different from Montessori?
Although Montessori and Reggio Emilia both prioritize the child’s individual needs and capabilities, their methodologies diverge in several aspects. Montessori focuses heavily on self-directed learning with an emphasis on individual mastery, using specifically designed materials for each learning area. Reggio Emilia, on the other hand, places greater emphasis on social learning and the use of projects that often arise from children’s interests, incorporating real-world materials and situations. Additionally, while Montessori classrooms are designed to facilitate individual exploration, Reggio Emilia places the community and environment at the forefront, considering it the ‘third teacher.’
The Essence of Creativity in Early Childhood Education: A Concluding Note
In the journey through this article, we’ve delved deep into the powerful insights of Loris Malaguzzi and the transformative philosophy of the Reggio Emilia approach. The core message, ringing clear and loud, is the fundamental importance of honouring the creative process in young children. It’s not about what they produce, but how they engage, how they question, and how they marvel at the world around them.
When we, as educators and caregivers, shift our focus from outcomes to experiences, we not only enrich children’s lives but also redefine the very foundations of what education should aim for. It becomes a process that reveres the intrinsic creativity of every child and recognizes their complex cognitive processes.
The notion that creativity isn’t a product but a process—a living, breathing, evolving journey—is a philosophy that I hold dear. It’s something that I’ve observed to be of extraordinary value throughout my career in early childhood education. As we engage with children, offering them the spaces and opportunities to express their ‘100 languages,’ we do far more than teach; we learn, we grow, and we evolve. We become a part of an intricate dance between curiosity and understanding, a dance that never truly ends.
So, let’s make a conscious effort to be present, to actively engage and to let go of preconceived expectations. Let’s welcome and celebrate the endless forms of creativity as they spontaneously unfold before our eyes. By doing so, we give children the greatest gift of all—the freedom to be authentically themselves, while also being part of a community that cherishes the unique value they bring into the world.
In this spirit, let us all continue to be the advocates for the richness of childhood creativity, seeing it not as a standalone subject but as the heart of what meaningful education ought to be.
