With Catherine, Princess of Wales visiting Reggio Emilia next week, there’s renewed interest in an early years philosophy that has quietly shaped some of the most inspiring childcare practices in the world.
But what actually is the Reggio Emilia approach—and what does that powerful poem, “The Hundred Languages of Children,” really mean?
What is the Reggio Emilia Approach?
Founded after World War II by educator Loris Malaguzzi, the Reggio Emilia approach is built on one simple but radical belief:
Children are capable, curious, and full of potential from birth.
Rather than seeing children as empty vessels to be filled with knowledge, this approach views them as active participants in their own learning—rich in ideas, theories, and creativity.
Key principles include:
- The child as competent – children are trusted thinkers and problem-solvers
- The environment as the “third teacher” – spaces are thoughtfully designed to inspire exploration
- Learning through relationships – collaboration with peers, adults, and community
- Documentation of learning – observing and valuing the learning process, not just outcomes
For nannies, this converts beautifully into home-based care: slowing down, observing more, and truly following the child’s lead.
What Does “The Hundred Languages” Mean?
At first glance, the poem can feel a bit abstract—but it’s actually incredibly practical.
When it talks about “a hundred languages,” it doesn’t mean spoken languages like English or French.
It means:
👉 All the different ways children express themselves and understand the world
This includes:
- Drawing
- Movement
- Role play
- Music
- Building
- Storytelling
- Nature exploration
- Questions (lots of questions!)
The “hundred” is symbolic—it represents endless possibilities.
Children don’t just “learn by listening.” They learn by doing, feeling, imagining, testing, and creating.
“But They Steal Ninety-Nine” — What Does That Mean?
The poem suggests that traditional education systems—and sometimes adult expectations—can unintentionally narrow how children learn.
For example:
- Encouraging sitting still instead of moving
- Prioritising “right answers” over curiosity
- Separating play from learning
- Valuing academic skills over creativity
In doing this, we risk taking away those “languages”—those natural ways children explore and express themselves.
It’s not about blame. It’s about awareness.
“The Hundred Is There” — The Child Pushes Back
The final line is powerful:
“No way. The hundred is there.”
It’s a reminder that children’s creativity, curiosity, and imagination don’t disappear—they’re still there, waiting to be recognised and nurtured.
What This Means for Nannies and Home-Based Care
In practice, this might look like:
- Following a child’s interest instead of sticking rigidly to a plan
- Allowing open-ended play (loose parts, small world setups, mark-making)
- Asking “I wonder…” instead of giving answers
- Valuing the process over the final product
- Creating calm, inviting spaces with natural materials
You don’t need a classroom—you just need curiosity and time.
Why This Feels So Relevant Right Now
Where the UK seems to be focused on outcomes, milestones, and school readiness, the Reggio Emilia approach gently challenges us to pause.
To listen.
To observe.
To trust children more.
And perhaps that’s why this visit matters. It brings attention back to something we can easily overlook:
Children already have everything they need to learn—we just need to stop taking the “ninety-nine” away.