Preliminary registration is now open,
to apply now.
+90 (212) 876 55 13
info [at] lwis-istanbul.com.tr
Webmail Log In
About LWIS Istanbul
Mission and Vision
BOT and Management
Languages & Teaching Staff
Middle and High School
Health and Safety
Co & Extra-Curricular Activities
LWIS Istanbul Community
Preliminary Application Form
LWIS-Istanbul Times - Issue 2
Our early learning center incorporates spaces that are designed with the principles of Reggio Emilia approach, inspired by our mission that prioritizes nurturing children to become lifelong learners.
Key Reggio Emilia Principles
There are 7 guiding principles of the Reggio Emilia approach. These guiding principles are:
Children are capable to construct their own learning.
Children are natural inquirers, thus are endowed with curiosity and disposition to allow them to construct their own learning. Accordingly, our learners are considered to have agency as opposed to being passive observers.
Children are collaborators and learn through interaction within their communities.
Learning is a social activity whereby the learners, teachers and parents interact and work together. Our learning approach places emphasis on allowing children to work in groups and interact with others and the world around them as opposed to working independently.
Children are natural communicators and should be encouraged to express themselves however they feel they can.
The Hundred Languages of Children written by Loris Malaguzzi, the founder of this approach, presents the most profound aspect and foundation of Reggio Emilia. The Hundred Languages of Children presents children are natural communicators who, therefore need to be provided with opportunities to communicate through different media and forms, such as, movement, drawings, painting, building, using words and other. The teacher acts as a facilitator allowing the child to explore the surrounding and use materials and resources to communicate.
The classroom environment acts as the third teacher.
Our learning spaces are carefully designed to encourage ‘real-life’ interactions that support learning. The environment is considered a powerful component to inspire and provoke children’s curiosity to make choices, develop their interests and skills as well as interact with other members in the community.
Teachers are partners, nurturers, and guides who help facilitate the exploration of children’s interests as they work on short and long-term projects.
Teachers are partners in the learning process. They facilitate and guide learning as well as provide opportunities for children to further their inquiries. Teachers listen carefully to children’s dialogue and plan experiences based on their interest, thus facilitating personal inquiries and discoveries.
Documentation is a critical component of communication.
Teachers document the learning process through transcribing verbal language used by children as well as taking photos. Documentation demonstrates to children that their words and their work are of value. Also, documentation provides evidence to the learning community regarding the child’s interests, their learning in order to create experiences to develop this learning further.
Parents are partners in education.
Parents are considered as significant partners in the learning process. Our learning experiences provide parents with opportunities to engage in actively participating in learning through Play.