"Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before"

Loris Malaguzzi invites educators to embrace humility and curiosity in their practice. He suggests that stepping back, both physically and mentally, from direct instruction can create opportunities for genuine observation. By pausing from constant guidance or interventions, adults can become truly attentive to what children are naturally drawn to, what fascinates or challenges them, and the unique ways each child expresses understanding and creativity.

This approach recognizes children as active, competent participants in their own learning journeys, rather than passive recipients of adult knowledge. Observing carefully allows educators to see each child’s strategies, interests, misconceptions, and strengths emerge organically. Instead of relying solely on pre-set objectives or universal curricula, teachers can tailor their interactions and environments to better support individual and collective growth.

Malaguzzi’s words reflect the core values of the Reggio Emilia philosophy, which honors the centrality of relationship and listening in education. Carefully observing and interpreting children’s actions fosters respect for their perspectives and capacities. It enables adults to identify meaningful opportunities for scaffolding, extending thinking through nuanced questions, provocations, or resources, rather than imposing answers or directions prematurely.

When educators truly understand what children are doing and why, teaching becomes more responsive and less directive. The role of the teacher shifts from that of an authority figure who imparts knowledge to that of a co-learner, a research partner who collaborates with children in constructing understanding. This transformation can be profound: it leads to environments where learning is driven by inquiry and experimentation, and where the adult’s sensitivity to the nuances of children’s thinking shapes the flow and depth of experiences.

By temporarily relinquishing control and assumptions, educators gain insights that can fundamentally alter their approach. They become more attuned to the rhythms, emotions, and cognitive processes at play, allowing teaching to evolve in ways that honor and extend each child’s potential.