The 100 languages of children: how Reggio Emilia approach encourages creativity

Recenzenci: Eugenia Maria Pasca, Romania; Justinas Sadauskas, Lithuania; Mária Strenáčiková, Slovakia; Tomas Butvilas, Lithuania

Authors of this paper deal about one of the main aspects within early child’s education – creativity and its meaning to a child’s psychosocial development. Creativity education, according to Reggio Emilia1 philosophy, starts from the very young age and therefore kindergartens as well as families play much significant role to support and develop creativity roots in child’s everyday routine. It is stressed that being creative is more like being initiative and innovative – the features that are mainly required by contemporary society, especially by employers in both private and public sectors. Also this paper is illustrated with real-life pictures from the activities in the kindergarten „Lazdynėlis”2, so it becomes much clearer for those who are interested in this topic to understand how kindergarten daily life may sustain and develop creativity of children using many different approaches, e.g. through the game-led tools, teachers’ attitudes etc.