At the heart of the Reggio Emilia Philosophy is the powerful image of the child. At SOMACC, we see children as capable, full of potential, competent, strong, inventive, curious, creative, full of ideas, and active participants in the learning process. We also believe that children have rights instead of needs.

An emergent curriculum is developed and guided by the children's interests, ideas, thoughts, and observations. Teachers use the children's interest to develop project work and interesting developmentally appropriate experiences that are then woven into kindergarten readiness activities. Children engage in long-term small-group and large-group projects, which involve hands-on investigation, research, answering questions, reading about a topic, visiting places, talking to experts, and representing their learning through a variety of media.

Collaboration in large and small groups is vital for children's cognitive communication and social skills development. During group work, children are encouraged to discuss, critique, compare, negotiate, hypothesize, and problem solve - all of which are life skills. Collaboration among schools, parents, and the community is also recognized as an important resource for children's learning.

In the Reggio Emilia Approach, reference is often made to the "Hundred Languages" of Children, a poem by Loris Malaguzzi, the founder of the Reggio Emilia Approach, that beautifully conveys the important roles imagination and discovery play in early childhood learning.

We believe that children communicate in a variety of ways, including storytelling, music, art, movement, dramatic play, and construction. All of these methods of communication are respected and encouraged by providing children with a wide range of exciting and open-ended experiences and materials, such as natural and recycled objects. When children represent their ideas with a variety of different media, they reinforce new knowledge, allow for the formation of further questions and predictions, learn to elaborate on their plans, and strengthen their ability to communicate with others.

The environment is considered the third teacher, and the school is a place where children, teachers, and parents share relationships. Creating a pleasant atmosphere in which everyone feels welcomed, understood, and at ease are important.

Materials that will stimulate, motivate, and challenge the children as they enter the class at the start of the school year are chosen. As the year progresses, specific needs emerge, a community is built, and project topics emerge; the environment will change as a result.

The layout of the classroom promotes relationships, communication, collaboration, and exploration through play. Children can freely engage in activities, use materials, and make choices with little adult intervention. This respectful process allows children to build independence and confidence in their skills.

The role of the teacher is first and foremost that of a learner alongside the children. As a teacher-researcher, she/he serves as a resource and guide for children. Educators in such roles attentively listen, observe, and document children's work and the development of community in their classroom, and they are to provoke, co-construct, and inspire thinking and peer collaboration.

In the Reggio Emilia Approach, documentation serves as both a presentation and a tool for uncovering, celebrating, and better understanding the children and their learning. The processes of teaching and learning are made visible throughout the school.

Teachers use a variety of mediums to track children's ideas, thoughts, and successes, as well as their own. These artifacts (photographs, quotes, anecdotal notes, work samples, videos, etc.) are then compiled into pieces of documentation. Narratives in documentation serve as a record of progress and growth.

Parental involvement and partnership are critical components of the Reggio Emilia Approach's implementation. Teachers value parents as a child's first teacher and as partners in Reggio Emilia education. Parental involvement, ongoing communication, and collaboration with teachers and children are welcomed and greatly encouraged. Participating in school develops a sense of belonging and community, as well as letting children know that their early education experience is valued.