The Reggio Emilia Approach believes that children speak "one hundred languages" (Malaguzzi, 1998). These languages are the ways in which children express their ideas and thinking, and can include such varied mediums as dance, sculpture, painting, imaginative play and symbol making. In line with a constructivist view of learning, the Reggio Emilia Approach believes that are multiple forms of knowing, as well as multiple ways of expressing knowledge. 

 

Children in Reggio Emilia classrooms are provided with a variety of materials in order to encourage them to express their stories. Literacy is not seen only as reading and writing, but instead children are also encouraged to engage in visual literacy, image making and other modes of expression. 

 

Understanding literacy for young children requires expanding our narrow definition of what literacy is. Rather than only viewing literacy as reading, writing and oral communication, we can validate children's hundred languages and the unique ways they wish to express their thinking and learning. Providing children with a variety of classroom materials is important for giving them these opportunities (Kang, 2007). 

 

In practice, recognizing the one hundred languages of children means that we provide them with a variety of materials to express their thinking. In the image below, students were provided with sticks, clear stones and yarn as well as images of weavings to invite exploration. 

 

If we value children's many ways of expression, we can communicate this to them through the display of their work. Kang (2007) wrote that in Reggio Emilia classrooms, the prominent display of student work shows that student voices are valued and respected.