Summer Symposium, June 11–13, 2025
– Language in preschool
"A child has a hundred languages." Thus begins the poem by Loris Malaguzzi, a leading figure in the educational approach inspired by the preschools in Reggio Emilia.
In the poem, the hundred languages encompass not only languages but also communication, learning, and actions in a broader sense. The word language has an almost symbolic meaning in the poem, where the underlying message is that the task of preschool is to ensure that all of children's abilities ('languages') are allowed to flourish and are not restricted by demands that prioritize intellect over emotion and action. The concept of language is used as a metaphor for children's potential range of possible ways of communicating, learning, and acting.
An equally broad, but perhaps less poetic, description of language can be found in the preschool curriculum. The section on communication and creativity states that language, learning, and identity are closely linked. Preschools should provide children with the conditions they need to think, learn, communicate, and collaborate—skills that are necessary for participating in society.
Our linguistic abilities enable us to exchange and transfer knowledge, express opinions, desires, and feelings, create shared visions, and build on the knowledge of previous generations. And it is the language used by educators that is most important for children's linguistic and communicative development in preschool.
Language has always been central to the mission of preschool. Educators, parents, and politicians have repeatedly drawn attention to and focused their efforts on strengthening children's language development.
This year, Language in Preschool is also the theme of the Summer Symposium. What exactly is language, and how does language development work? How can preschools work with children's language? How important is the language used by educators? And why is language so important? How can Reggio Emilia-inspired work contribute to language development?
