The Hundred Languages of Children: Art, Music, and Expression

Loris Malaguzzi, whose ideas shaped the Reggio Emilia approach, wrote that children have "a hundred languages." He meant that children express what they know and feel in countless ways, not just through spoken words.

What are the hundred languages?

A child might explain how a caterpillar moves by wiggling across the floor, by drawing a line of circles, by shaping clay, or by building a long block train. Each of those is a language. The more languages children can use, the more fully they can think and share.

How we offer many languages

• Visual art: paint, watercolor, markers, collage, and clay, set out so children can choose and return to them.

• Music and movement: singing, rhythm instruments, dancing, and movement games.

• Construction: blocks, loose parts, and recycled materials for building ideas in three dimensions.

• Dramatic play: acting out stories and everyday roles.

• Light and shadow: light tables and flashlights for exploring color and shape.

Process over product

You might bring home a painting that looks like a swirl of brown. That's okay. In the process, your child may have discovered what happens when colors mix, how much water makes paint drippy, and how a brush feels different from a sponge. The learning happened in the doing.

Talking with your child about their work

Instead of "What is it?", try:

• "Tell me about your picture."

• "How did you make this part?"

• "I see you used lots of blue. What made you choose that?"

These questions invite children to explain their thinking and show them that their ideas, not just the finished product, matter.

At home

Keep a small basket of open-ended supplies: paper, crayons, tape, scissors made for children, and recycled boxes. Play music while you cook and invite a dance break. Every language counts.