Choosing Between Reggio Emilia and Montessori? Here’s What to Know.

If you’ve started looking into early childhood education options, chances are you’ve come across two big names: Reggio Emilia and Montessori. They both sound thoughtful, child-centred, and rooted in respect for young learners. So… are they the same? Not quite.

At Piccoli, we often hear this question from families trying to decide what’s best for their child—and it’s a great one. Understanding the differences between these two philosophies can help you choose a program that feels right for your child and your values.

Let’s take a closer look at what makes each approach unique, so you can decide what feels right for your little one.

Two Italian roots

Both Reggio Emilia and Montessori were born in Italy and grew out of a desire to reimagine what childhood education could be.

Montessori began in 1907 when Dr. Maria Montessori—a physician and scientist—opened her first school in Rome. Her approach was grounded in scientific observation. She saw that children could guide their own learning when placed in a carefully prepared environment. Her method emphasized independence, concentration, and mastery of specific tasks, using specially designed materials.

Reggio Emilia, by contrast, was born out of post-war hope. After World War II, in the northern Italian town of Reggio Emilia, educator Loris Malaguzzi worked with local parents to rebuild their community, starting with their children. They believed that education should be inclusive, creative, and rooted in relationships. The Reggio Emilia philosophy views children not as empty vessels to be filled, but as citizens with a hundred languages—art, music, movement, storytelling—through which they express and make meaning of the world.

What’s similar and what’s different

Montessori follows a highly structured model. It uses specific learning materials and pre-set activities to guide children through individual work. Classrooms are calm and orderly, and children often work independently, building concentration and self-discipline. The teacher’s role is to introduce a material, demonstrate its use, and then step back, allowing the child to practice independently. The curriculum is pre-determined, meaning children move through activities that build on each other in a set sequence.

Reggio Emilia thrives on flexibility and collaboration. There is no fixed curriculum. Instead, learning emerges from the children’s own interests—what sparks their curiosity in the moment. When a child wonders why shadows change shape or how plants grow, that spark might grow into a long-term project explored through art, storytelling, building, and group discussion. Educators don’t direct the learning. They walk alongside the children as co-learners and co-researchers, guiding and documenting the journey.

What you’ll notice in each classroom

In a Montessori classroom, you’ll often see children working quietly on their own—transferring beans with tweezers, tracing sandpaper letters, or buttoning a jacket on a dressing frame. Activities are hands-on and self-directed, designed to build independence, focus, and fine motor skills. Materials are carefully arranged by educators to guide learning, with each item having a clear purpose and place.

In a Reggio Emilia classroom like Piccoli’s, you’ll often see children gathered in small groups. They’re building towers, painting stories, or acting out ideas through dramatic play. Educators introduce thoughtful “provocations”: open-ended materials and setups inspired by the children’s interests, like shadows, or construction. You’ll hear thoughtful questions like, “What do you think will happen if…?” or “How can we build that together?” These spark meaningful conversations and reinforce a sense of shared curiosity and community.

The role of the educator

In Montessori, educators play a structured and intentional role. They guide children toward specific activities, introducing materials one-on-one when a child is developmentally ready. The classroom is designed by the teacher and follows a clear order, with each material serving a particular purpose in developing skills like coordination, concentration, and independence. Educators observe carefully, stepping in when needed, but allowing children to work through tasks at their own pace. Their role is to connect the child with the prepared environment and support their progress through purposeful repetition and refinement.

In Reggio, educators are co-learners and researchers. We observe closely, listening to conversations, noticing how children engage with their surroundings, and documenting their ideas through photos, quotes, and reflections. The environment plays an active role in learning, and part of our job is to design it thoughtfully. We set up spaces that invite exploration and collaboration. As educators, we learn alongside the children, offering guidance and expertise when it supports deeper thinking. From these moments, we create experiences that build on their interests and lead to meaningful discoveries.

For all children—not just some

Montessori can be a wonderful fit for some learners. But its highly structured, task-based approach may not work for every child, especially those with neurodivergent needs or shorter attention spans. Many children simply aren’t ready for long, quiet work periods or strict routines. And that’s okay.

Reggio Emilia is inclusive by design. At Piccoli, we welcome all children and follow their pace. Fewer transitions in the day, flexible routines, and open-ended experiences make our environment accessible to everyone, including children with sensory sensitivities, language delays, or developmental differences.

Reggio Emilia meets the Alberta’s curriculum

Did you know Alberta’s FLIGHT framework, our provincial early learning curriculum, actually has a lot in common with Reggio Emilia? Like Reggio, it puts play right at the centre of how children learn. It values exploration, collaboration, and the idea that kids build knowledge by working alongside each other.

So while Reggio is a philosophy, it’s also very much in line with what high-quality early education looks like here in Alberta.

Why we chose Reggio Emilia at Piccoli

We chose Reggio Emilia because it offers a place for every child.

It lets us honour each child’s voice. It supports deep learning through long-term projects. It respects time, creativity, and connection. And it nurtures strong relationships—not only between children and educators, but with families, too.

At Piccoli, families are true partners in the learning journey. Our documentation process keeps you in the loop—through Brightwheel updates, classroom displays, and regular conversations. We invite parents to share weekend photos, participate in classroom experiences, and feel like part of the village. Because you are.

So... Reggio or Montessori? What’s right for you?

Only you can decide what fits your child and your family values best. But if you believe that childhood is about more than preparing for school—if you want your child to learn through curiosity, and collaboration—Reggio Emilia might just be the right fit.

And if you want that Reggio experience to be intentional, inclusive, and genuinely inspired by the philosophy (and not just in name), we’re here for you.

If you’re curious about how Reggio Emilia comes to life in our classrooms, we’ve shared more about it in this blog post.