Our Environment
This belief has practical impact, creating a co-learning environment where teachers learn with the children and work in a lateral relationship as opposed to a hierarchical one. That partnership is also intended to encompass the parents and community of each child.
At Tití’s Magical Spa Palace our students thrive in environments that are suited to their interests and developmental stages. In the Reggio Emilia approach the environment is viewed as a place that is welcoming, authentic aesthetically pleasing, culturally representative of community, embraces nature and filled with purposeful materials. The layout of the environment promotes relationships, communication, collaboration, and exploration through play. Materials are thoughtfully added to the environment to promote creativity, thinking and problem-solving skills, questions, experimentation, and open-ended play.
Reggio Emilia also revolves around the children’s senses, relying on sight, sound, touch and even taste and smell to assist with learning. As a result, Reggio Emilia classrooms tend to look different than your average preschool with large common spaces, natural elements, and lots of accessible and curiosity-sparking materials.
Reggio Emilia teachers will typically provide authentic art materials such as watercolors, clay, chalk, and charcoal for children to experiment with in the classroom. They also offer all kinds of art instruments or vehicles for pigment including brushes, cotton balls, sponges, q-tips, sticks, and pinecones

Our classrooms

Our Reggio inspired classrooms aim to create a welcoming, nurturing, home like environment. They are designed with especial spaces of interest by inviting and cultivating a child’s curiosity, wonder and imagination. We use real natural resources such, fruits vegetables. We embraced explorations with real tools, real materials, games of practical life, light tables, and more.
Our provocations are often set-up by teachers, after observation of the children, to encourage discussion, exploration, experimentation, interest, and thinking.
Provocations may be based on a topic of interest that the children are studying. Once children initiate a study or project, teachers can add to the play and exploration on the topic by planning and preparing meaning set-ups in different areas of the classroom.