
Lower Elementary
The majority of our day in the Lower Elementary community is spent focused on project-based learning, which provides opportunities to explore all learning domains. We typically spend about two hours of our day focused on a more structured learning curriculum, including the use of Singapore Math, UFLI Reading & Phonics, and Learning Without Tears for handwriting and creative writing skills. Our small class sizes and low teacher-to-student ratio allow for much more attention given to students than a traditional classroom. This allows us to accomplish a great deal in a shorter time frame than traditional schooling. Also, being a year-round program, we can pace ourselves and focus on creating a love for learning.

In lower elementary classrooms (grades 1-3), our curriculum and philosophy continue to emphasize the belief that children are active, competent learners who build knowledge through exploration, collaboration, and hands-on experiences. Our approach nurtures curiosity, creativity, and critical thinking, while allowing students to take more ownership of their learning as they grow and develop. At this stage, the Reggio Emilia Approach curriculum deepens the child’s ability to engage with complex ideas, refine problem-solving skills, and collaborate with peers.
We think of our environment as the "third teacher"; the classroom environment plays a central role in facilitating learning. For lower elementary students, the classroom is designed to be a stimulating and dynamic space that encourages exploration, inquiry, and creative expression. It is filled with materials and tools that are open-ended and encourage hands-on engagement. The environment is also designed to promote collaboration, with areas for group work, individual study, and projects. The layout of the classroom often changes as the needs and interests of the children evolve, supporting their learning through the flexibility of space. Cursive becomes part of our art curriculum in second grade, once print writing has been well understood by the students.
The curriculum in a lower elementary Reggio Emilia classroom is emergent, meaning it is based on the interests, questions, and observations of the children. Teachers listen to children’s ideas, observe their interactions, and build the curriculum around their curiosities. This often leads to project-based learning, where students work on long-term projects that involve deep inquiry, research, and collaboration. For example, if a group of children is fascinated by space, they might work together on a project to explore the solar system, conducting research, creating models, and presenting their findings. The project evolves as children ask new questions, solve problems, and explore the topic in greater depth. These projects foster critical thinking, creativity, and teamwork, allowing children to explore real-world topics in meaningful ways.

Collaboration is a key aspect of the Reggio Emilia Approach, especially for older children. In lower elementary grades, children engage in group activities and projects where they are encouraged to share ideas, negotiate solutions, and learn from one another. Teachers facilitate group discussions, guiding students in their social interactions and helping them develop communication, cooperation, and conflict-resolution skills. Students are encouraged to express their ideas verbally, through written work, and through various forms of creative expression such as art or performance. These interactions help students build social-emotional skills and learn to work as part of a team.
In our classrooms, teachers are viewed as co-learners and facilitators of learning, rather than traditional instructors. They observe students closely, listen to their questions, and guide them in their exploration without imposing predetermined outcomes. Teachers ask thought-provoking questions, provide resources, and create opportunities for children to engage with materials and ideas. They support children in reflecting on their learning, making connections between ideas, and working collaboratively with others. This approach fosters a partnership between the teacher and the child, where both are engaged in the process of learning together.

In a lower elementary Reggio Emilia Approach classroom, children are encouraged to think critically and solve problems independently and collaboratively. Teachers pose open-ended questions and provide opportunities for exploration that challenge students to think deeply about the world around them.
We place a strong emphasis on social-emotional development, and in a lower elementary classroom, this becomes even more important as children learn to navigate more complex relationships. Teachers help students develop self-awareness, empathy, and resilience by creating a supportive environment where children feel safe to express their emotions, voice their opinions, and work through challenges. Conflict resolution is modeled and taught, and children are encouraged to communicate their feelings respectfully. By fostering positive relationships and emotional intelligence, the curriculum supports children in becoming more self-regulated and socially responsible individuals.
​​​​​​​​​​​​​​In a Reggio Emilia Approach classroom, documentation plays a crucial role in supporting and reflecting the learning process. Teachers document students’ work through photographs, written observations, and videos, capturing key moments of learning and interaction. This documentation is used not only for reflection and assessment but also as a way for students to revisit their ideas and progress. Children are encouraged to reflect on their own work and thought processes, which helps them understand their learning journey. Teachers also use documentation to plan future lessons and activities that build on children’s interests and emerging questions. This documentation is often shared with parents, helping to create a strong connection between the school and home and providing insight into the child’s development.