The Hundred Languages of Children: A Resonant Harmony with the IB Learner Profile

The Reggio Emilia approach, with its powerful metaphor of the “Hundred Languages of Children,” provides a compelling framework for understanding the diverse ways children learn and express themselves. This philosophy posits that children possess a multitude of intelligences and ways of knowing that extend far beyond traditional verbal or written language. These “languages” encompass a rich tapestry of expressive forms, including:

The Hundred Languages of Children and the IB Learner Profile: A Powerful Connection

• Art: Drawing, painting, sculpting, and mixed media
• Construction: Building, designing, and creating with diverse materials
• Drama: Role-playing, storytelling, and puppetry
• Music: Singing, playing instruments, composing, and exploring sound
• Movement and Dance: Physical expression, creative movement, and rhythmic exploration
• Play: Imaginative, symbolic, and socio-dramatic engagement

While the IB Learner Profile doesn’t explicitly mention the “Hundred Languages,” the concept deeply resonates with its core attributes and values. Both frameworks share a commitment to fostering holistic development and recognizing the unique potential of each child. Let’s explore the profound connections between these two philosophies:

How the “Hundred Languages” Enriches the IB Learner Profile

The “Hundred Languages” approach provides a practical and enriching lens through which educators can cultivate the attributes of the IB Learner Profile. Here’s how:

• Encouraging Inquiry and Exploration (Inquirers): The “Hundred Languages” naturally encourages children to explore their world through multiple senses and modes of expression. This aligns seamlessly with the Inquirer attribute, which emphasizes curiosity, questioning, and the active pursuit of knowledge. By providing diverse “languages” for students to express themselves, teachers ignite a spirit of inquiry and exploration that is central to the IB philosophy.
  • Example: A student investigates the concept of “forces” by constructing structures with various materials, experimenting with balance and stability, and articulating their findings through detailed drawings and diagrams.
• Fostering Creative Thinking and Problem-Solving (Thinkers): The “Hundred Languages” recognizes children as capable and competent learners who actively construct their own understanding. This resonates strongly with the Thinker attribute, which encourages critical and creative thinking, and the development of strategies for analyzing and solving complex problems. By providing a stimulating environment with a wealth of materials and expressive opportunities, teachers empower students to experiment, innovate, and devise unique solutions.
  • Example: A group of students designs and builds a model of a sustainable city using recycled materials, carefully considering environmental factors and presenting their design solutions through a multimedia presentation.
• Promoting Effective Communication (Communicators): The “Hundred Languages” broadens the definition of communication beyond conventional verbal language. This aligns perfectly with the Communicator attribute, which emphasizes the ability to express oneself confidently and creatively in a variety of ways. When teachers value and encourage diverse forms of communication, they create an inclusive learning environment where students can share their understanding in ways that resonate with their individual strengths and learning styles.
  • Example: A student shares their understanding of a historical event through a dramatic performance, incorporating music, costumes, and dialogue to convey their personal interpretation and perspective.
• Embracing Risk-Taking (Risk-takers): The “Hundred Languages” encourages children to experiment and explore different modes of expression without fear of judgment or failure. This fosters the Risk-taker attribute, where IB learners are encouraged to approach unfamiliar situations with courage, embrace challenges, and try new things. By creating a safe and supportive space for exploration and celebrating diverse ways of thinking and learning, teachers empower students to step outside their comfort zones and embrace the risks inherent in the learning process.
  • Example: A student experiments with unconventional art techniques and materials to create an abstract self-portrait, pushing their creative boundaries and expressing their individuality through art.
• Developing Knowledge and Understanding (Knowledgeable): The “Hundred Languages” acknowledges that children construct knowledge through interactions with their environment and through multiple forms of representation. This aligns with the Knowledgeable attribute, which emphasizes the acquisition of knowledge and the development of a deep understanding of concepts across a range of disciplines. By embracing diverse learning styles and providing opportunities for students to engage with knowledge through different “languages,” teachers help students build a rich, interconnected, and meaningful understanding of the world.
  • Example: Students explore the concept of “culture” by researching diverse traditions and customs, expressing their learning through a multimedia presentation that incorporates music, images, and text, and highlighting the interconnectedness of global communities.
• Cultivating Open-mindedness and Appreciation for Diversity (Open-minded): The “Hundred Languages” celebrates the uniqueness of each child and their individual ways of learning and expressing themselves. This resonates with the Open-minded attribute, where IB learners strive to understand and appreciate their own cultures and personal histories, and to be open to the perspectives, values, and traditions of diverse individuals and communities. By valuing and encouraging diverse forms of expression, teachers cultivate an inclusive learning environment that celebrates differences, promotes respect, and fosters a global mindset.
  • Example: Students participate in a collaborative art project, contributing their unique ideas and artistic styles while appreciating the diverse approaches and perspectives of their peers, fostering a sense of shared understanding and global citizenship.

Conclusion: Celebrating the Symphony of Learning

In conclusion, the “Hundred Languages of Children” metaphor, born from the Reggio Emilia approach, offers a powerful and practical framework for enriching the development of the IB Learner Profile attributes. By embracing the diverse ways children learn and express themselves and by providing a rich tapestry of “languages” for them to explore, teachers can create dynamic, engaging, and inclusive learning environments that celebrate the unique potential of every child and foster the holistic development of lifelong learners. The “Hundred Languages” reminds us that learning is not a solo performance but a symphony of voices, each contributing to a richer and more harmonious understanding of the world.