Our Philosophy

There are seven guiding principals of the Reggio Emilia approach that are critical in distinguishing Reggio Emilia from similar to competing child-centered approaches to education.

Children are capable and constructor of their own knowledge

The young child is the first great researcher. Children are born searching for the meaning of life, the meaning of the self in relation to others and to the world. In Reggio Emilia approach children are treated as active collaborators in their education, as opposed to passive observers. They are inspired by their own interests, questions and theories of the world around them.
Children are capable and competent beings, main initiators of their learning.

Children are collaborators and learn through interaction within their communities

Learning is based on inter-relationships. In Reggio Emilia there is a close interaction between teachers, parents and children. Children are collaborators and work best when included in a community as opposed to working independently. We approach collaboration and learning in a variety of large group setting, small group formation and participation and reflection together throughout the day within our community and the world around us.

Children are natural communicators and should be encouraged to express themselves however they feel they can

One of the most profound principals of Reggio Emilia is known as The Hundred Languages of Children, written by the founder of the philosophy Loris Malaguzzi. The concept communicates that children are natural communicators, and should be encouraged to communicate through whatever means they can. These languages are language of words, art, movement, drawings, paintings, buildings, sculptures, stories and much more. It is the educators and the adults’ responsibility to observe the child and understand their language in order to provide an environment in support of the language of children in order to understand children’s stories, questions and theories.

The classroom environment acts as the third teachers

One of the most powerful and important components of incorporating a Reggio Inspired Approach in to a classroom environment is to ensure that the classroom acts as a “ living organism, a place of shared relationship among the children, the teachers, the parent and feeling of belonging in a world that is alive, welcoming and authentic”. We design, shape and study the environment on a regular basis in order to allow the environment to truly act as the third teachers.

Teachers are partners, nurturers, and researchers who help facilitate exploration of children’s play as they work through their inquiries and theories.

At Dot To Dot we often talk about educators and children’s intentions. In Reggio Emilia “The curriculum is not child centered or teacher directed. The curriculum is child originated and teacher framed...We have given great care in selecting the term ‘negotiated curriculum’ instead of emergent or child centered curriculum.” By participating in this negotiation of intention we are able to see things through children’s perspective, see patterns of inquiry, theories and questions to then carry onto other experiences and projects.

Innovations in Early Education: The International Reggio Exchange, vol.3, no. 4.
Source: The North American Reggio Emilia Alliance

Documentation- Making learning visible

When you walk into Dot To Dot you will notice, photographs, children’s quotes, educators hypothesis and questions, artwork, experiences and projects throughout the school. We use documentation as a tool to make learning visible and re-visited. Documentation is a reflective practice used by educators in order to provide value to children’s voices and artifacts, as well as create a dialogue among other educators and adults. Documentation sends a very strong message to children that their learning doesn’t stop, just because one is done with a particular project or thought, learning is re-visited, talked about and looked at over and over again.

Parents are partners in educations

The inquires and the questions the children bring, participate and dive into are an extension of their daily lives, interaction, experiences outside of Dot To Dot. In order to strengthen and bring light to the inquiries and stories of children, parent involvement and communication from home to school is required and necessary. We invite you to come in, talk to us in person, tell us about your experiences, and travels outside of Dot to Dot to have a better understanding of where your child’s inquiry and prior knowledge comes from.

Our Social-Emotional Support (SES) team is integral to creating a supportive learning environment. SES Specialists foster awareness, connections, and ongoing social-emotional education, ensuring a robust partnership between families and Dot To Dot through classroom observations, educator coaching, and parent training.

We approach children's emotions with empathy, providing space for them to express feelings and addressing underlying needs through careful observation and collaboration. Our inquiry-led pedagogy views behavior as non-verbal communication—a key aspect in understanding and supporting each child’s problem-solving journey.

At Dot To Dot, we prioritize each child’s emotional and social development, guiding them to articulate and understand their experiences in a nurturing and thoughtful environment.

Schema and early childhood

There are patterns of repeated behavior known as “schema” that you can notice in your child’s play during early childhood. No matter where you are in the world, these schemas are exhibited by kids. Experts believe that when kids repeat these patterns in different situations, kids develop physically and cognitively.

“children’s schemas can be viewed as part of their motivation for learning, their insatiable drive to move, represent, discuss, question and find out”
Professor Cathy Nutbrown, UK

Once we find out what schemas the children are motivated to tap into, we provide them with variety of materials, opportunities and experiences to explore and engage in order to build connections and transform their knowledge. Children usually participate in a variety of schemas at the same time, moving from one to another.

Once we find out what schemas the children are motivated to tap into, we provide them with variety of materials, opportunities and experiences to explore and engage in order to build connections and transform their knowledge. Children usually participate in a variety of schemas at the same time, moving from one to another.

Compassion and Empathy

“Massive body of research shows the importance of early childhood being filled with responsive relationships and positive experiences.”
The Center on Developing Child at Harvard University

At Dot To Dot we all believe that nothing else will matter to children if the genuine love, connection and trust is not built among adults and children. We make it our first priority to make a heartfelt connection with children, communities and our educators. You will feel the love, warmth and passion the moment you step into any of our Dot To Dot locations.

We hold the highest respect for children, their emotional intelligence, their abilities and their voices. With this is mind we practice positive approaches to directing, conflict resolution and mediation. Children all want to do well, why wouldn’t they? Maybe next time your little one is crying instead of saying stop crying you say “I am listening“

“When we bring out the best in other, we somehow bring out the best in us”

Positive Discipline

Positive Discipline is an approach to discipline that helps children to become responsible, respectful, resourceful members of their communities. It encourages children to be active participants in their learning, management of behavior, and protects them from violence or shaming. Rather than punishment, it focuses on solutions and collaboration in problem solving between teacher and students. It requires seeing children through the lense of empathy and love. At Dot To Dot we participate in regular training in person and online, research and hand on observation and consultation with Dr. Jill to put positive discipline in practice and learn to problem solve and collaborate with children and adults involved.

Food and Nutrition

We are a no sugar policy school and believe in the importance of quality nutrition for these young powerful brains to grow healthy. We also understand and empathize with all of our parents on picky eaters, and the thinking behind packing a lunch!

Don’t worry, we will be walking with you on this journey and commit to developing healthy eating habits in your child one small step at a time.

The idea of “the hundred languages” was initially born from a poem by Loris Malaguzzi and represents the many possibilities children can express themselves.

These languages refer to art, innovation, nature, construction, fantasy, music, dance, building, writing, talking, signing, science and more.

Children deepen their understanding and perspective while creating. Art allows them to discover, explore, experiment, and learn independently, even if that learning is simply about the different marks a crayon creates when you apply more or less pressure to it.

The children experience and learn about their environment through their senses and their physical activities. Art, in particular drawing, and painting, allows children to use and fine-tune their sensory experiences, to explore and to make meaning of their surroundings.

Nurturing Through Our Food Atelier

At Dot To Dot, we see food as a life source—a vital element that fuels our bodies and nurtures our souls. Our Food Atelier is a place where children embark on an exciting journey of food education, guided by our dedicated Food Atelierista. Implementing food education into our programs has been a beautiful and exciting journey.

Each month, our Food Atelierista crafts delicious vegetarian menus for snacks and meals, while collaborating with pedagogistas to create unique food explorations. These are thoughtfully planned with an eye on children's inquiries, seasonal celebrations, and the harvest. Within the Food Atelier, children discover multiple forms of food—raw, cooked, steamed—encouraging them to understand and appreciate the rich diversity of their meals. This experiential learning fosters positive, joyful relationships with food, deepening their connection to what nourishes them.

Join us at Dot To Dot's Food Atelier, where food education becomes a heartfelt and transformative part of your child’s growth.