Written by Gillian Potts-Hemingway,
Director of Preschool
What does it mean to truly honour the culture of childhood?
This question guided our team long before attending the Reggio Emilia International Study Group and remains with us upon our return. Immersed alongside 365 educators from 47 countries, we experienced a philosophy that views education not as the transmission of facts, but as a living culture built on respect for children. It was a profound experience that challenged us to reconsider our environments, intentions, and understanding of what it means to learn and teach in an ever-changing world.
Intentionality
One of the most powerful observations was the intentionality present in every aspect of the learning environment. Conversations with parents, educators, and pedagogistas revealed that nothing was done by chance. Every material, display, and invitation to learn served a purpose and reflected careful thought about how children might connect, relate, and construct meaning.
This reinforced the role of educators as researchers. Observation, documentation, and reflection are not additions to practice but essential tools for understanding children and supporting learning. Being immersed as learners ourselves created space to reflect on our own experiences and consider how these ideas continue to shape the culture of learning at Bayview Glen.
At Bayview Glen, we have worked intentionally to build a community inspired by these principles while remaining grounded in our own unique context. Like the schools of Reggio Emilia, we view the environment as the “third teacher,” where every detail contributes to learning.
Our students explore materials and design as languages for expression. Educators create the conditions for inquiry by protecting time for exploration, listening carefully to children’s ideas, and curating materials that invite research and deep thinking. These spaces are not passive settings but active participants in the learning process. We nurture curiosity, creativity, collaboration, and a strong sense of belonging.
The study tour affirmed the importance of continuing this journey as we look ahead to new opportunities and learning environments that will further support children’s growth and discovery.
Paving the Way
Loris Malaguzzi’s guiding principle, “Nothing without joy,” remains at the heart of this work. It reminds us that children have the right to wonder, explore, and experience the joy of learning. Childhood is not preparation for life; it is a meaningful stage of life in itself.
Returning home, our team has been inspired to deepen this commitment. We continue to embed student identity and voice into daily experiences, ensuring that children are active participants in shaping their learning communities. We recognize the growing global attention on the importance of the early years, including advocacy highlighting the impact of nurturing relationships, play, and social-emotional development.
We are committed to protecting the space for inquiry and wonder while embracing continuous growth in our own practice. We invite others to join us in seeing children as capable, curious learners and in embracing a vision of education that values learning with children rather than simply teaching them. Together, we can continue building a culture that honours childhood and the extraordinary potential within every child.
