Our Philosophy
Curiosity, connection, creativity and care.
At Piccolini’s Place, we see every child as a capable person with ideas worth listening to. A question, a gesture, a carefully balanced tower or a story told through movement can open up a world of learning.
Our Reggio Emilia–inspired philosophy brings together children’s curiosity, warm relationships and thoughtful teaching. It shapes the way we create spaces, respond to children and build an educational program with room for discovery.
Inspired by Reggio Emilia, connected to our community
The Reggio Emilia educational project grew in the Italian city of Reggio Emilia through the work of families, educators and the wider community, with educator Loris Malaguzzi playing a central role. At its heart is a deep respect for children’s abilities, rights and ways of understanding the world.
Being Reggio-inspired means learning from these ideas and interpreting them thoughtfully for the children, families and communities here in Australia. Our philosophy grows through listening, reflection and the relationships that make each Piccolini’s Place community its own.
What matters to us
Children have a voice
Children bring their own knowledge, interests, culture and experiences into learning. We value their choices and questions, and the many ways they show us what matters to them. Our educators listen closely, encourage children to share ideas and help them explore possibilities together.
There are a hundred ways to learn
The “hundred languages” is a Reggio Emilia idea that recognises the many ways children think, express themselves and make meaning. Drawing, clay, construction, music, movement, conversation and imaginative play can each help an idea take shape. We value the discoveries children make along the way and give them time to explore and revisit their thinking.
Relationships make learning possible
Feeling safe, known and connected helps children find the confidence to explore. Warm relationships between children, educators and families are at the heart of our approach. Learning together also creates opportunities to listen to another point of view, solve a problem, build friendships and practise caring for others.
The environment invites discovery
We think of the environment as a “third teacher”. Natural light, welcoming spaces, open-ended materials and connections to the outdoors can spark questions and encourage children to investigate. Thoughtful environments make room for movement and collaboration, as well as quieter moments to pause, observe and reflect. Caring for living things and shared materials can also help children explore responsibility for their world.
How curiosity becomes a learning program
Children’s interests are an important starting point. Educators bring knowledge of child development and purposeful teaching to help those interests become richer learning experiences. They might introduce a new word, demonstrate a technique, ask a thoughtful question or offer a different material to explore.
In an Australian early learning program, these ideas connect with an ongoing planning cycle:
- Listen and notice
Observe children’s play, conversations, gestures and interactions. Draw on what families know about their child’s interests, strengths and experiences. - Think about the learning
Consider what children are trying to understand, what they already know and where further support or challenge could help. - Plan with purpose
Choose experiences, materials, spaces and teaching strategies that build on these insights and support meaningful learning goals. - Explore together
Make time for children to test ideas, ask questions, collaborate and return to an investigation. Respond to new discoveries as they happen. - Reflect and revisit
Consider how well the experiences supported learning. Reflect with children, families and colleagues on what has changed, what could be improved and what could come next.
Documentation runs throughout this cycle. Observations, children’s words and examples of their work help make learning visible and inform the next steps. Together, these processes connect responsive play with a considered program focused on learning, development and wellbeing.
A little question can lead a long way
Imagine a child noticing that their shadow has moved. An educator might invite children to compare shadows at different times, draw what they notice, explore light with different materials and talk about their predictions.
One question could open up early science, measurement, language, creative expression and shared problem-solving. This is an example of how an investigation might develop: its direction would depend on the children’s ideas and the educator’s thoughtful response.
Reggio inspiration in an Australian setting
In Australia, early learning programs are grounded in an approved learning framework. Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF V2.0) brings together principles, practices and learning outcomes to guide educators’ decisions.
Its five learning outcomes focus on children’s identity, connection with their world, wellbeing, confidence as learners and communication. These areas are closely connected. Building with a friend, for example, can involve negotiation, spatial thinking, persistence and language all at once.
Here in Victoria, the Victorian Early Years Learning and Development Framework (VEYLDF) supports learning and development from birth to eight years, including continuity as children move between early learning and school.
These frameworks provide a meaningful Australian context for our Reggio-inspired philosophy. They help explain how play, relationships, intentional teaching and reflection contribute to children’s learning over time.
Every child, every family, a sense of belonging
Families are children’s first and most important educators. Your knowledge of your child helps us understand their world. We welcome your questions, observations, hopes and ideas, and value the languages, cultures and experiences that each family brings to our community.
We believe every child has the right to participate and to be recognised for their strengths. Inclusion means being responsive to different abilities, ways of communicating and needs for support, so children can contribute in ways that are meaningful to them.
An Australian early learning philosophy also carries a responsibility to respect Aboriginal and Torres Strait Islander peoples, cultures and continuing connections to Country. Learning about these perspectives calls for ongoing care, local guidance and respectful relationships.
Growing with your child
Our philosophy begins with our youngest children. For babies, warm interactions, familiar routines and sensory exploration are meaningful opportunities to connect and learn. As children grow, their questions, friendships, independence and investigations grow with them.
Through play and thoughtful support, children build foundations for the next stage of their learning: expressing ideas, working with others, trying again, asking for help and approaching new experiences with curiosity. We value the joy of childhood today alongside the possibilities ahead.
Discover the Piccolini’s Way
We’d love to hear what matters to your family and share more about our approach to early learning.