Choosing the right preschool is a meaningful decision for every family. At ������ International Schools in Bangkok, we offer a unique balance: a rigorous academic foundation rooted in the world-renowned Ontario curriculum (Canada ranked 6th globally and highest in the English-speaking world on PISA assessments) brought to life through the Reggio Emilia philosophy. This powerful combination ensures children develop strong literacy, numeracy, and critical thinking skills while being encouraged to explore, question, and co-construct knowledge through meaningful, hands-on projects.The Reggio Emilia approach to education is more than a method — it’s a way of seeing the child, learning, and the role of the teacher. In this article, we explore the core principles of the Reggio Emilia approach, how it’s authentically implemented at ������, and why it prepares your child not just for school, but for life.

Why ������’s Reggio-Inspired approach stands out

At ������ International Schools Bangkok, we’ve spent over 40 years refining a Reggio-inspired practice that is intentional, academically strong, and deeply personal. At the heart of our approach are the values we uphold every day—ensuring every child feels safe, supported, and inspired to grow. While many schools may adopt elements of Reggio Emilia, few integrate it as thoroughly—and as purposefully—as we do. Our approach includes: a Reggio-inspired practice that is intentional, academically strong, and deeply personal. Our intentional and deeply personal approach fosters learners that are academically strong and rigorous critical thinkers and researchers. Our approach includes:

• A structured and rigorous curriculum from Ontario, Canada—ranked among the world’s best—that combines academic excellence with inquiry, creativity, and real-world learning to nurture independent, capable thinkers.
• Progress tracked through observation, documentation, and assessment
• Highly qualified, trained, and accessible educators who guide children academically and socio-emotionally through observation, dialogue, and intentional planning
• Personalized learning pathways supported by small class sizes and an exceptional 1:4 educator-to-child ratio
• Inspiring learning environments and ateliers designed as a “third teacher,” encouraging wonder, collaboratiåon, and exploration
• A focus on future-ready, transferable skills through our city school scholar mode—such as creativity, critical thinking, adaptability, and collaboration—explicitly taught in every class and aligned with the OECD 2030 skills framework
• A continuum of inclusive support, from mainstream classrooms with inclusive educators to The Dove Centre, our dedicated space for children who thrive in individualized learning environments
• A strong focus on socio-emotional well-being, creating a community where children feel safe, seen, heard, and valued—fostering confidence, compassion, and a love of learning
• A whole-child approach that combines academic strength, personalized learning, exceptional educators, and a deep focus on emotional well-being—ensuring every child receives the support they need to thrive

This balance of structure and freedom ensures that every child is seen, supported, and empowered to thrive academically and personally.

What is the Reggio Emilia approach?

The Reggio Emilia approach to education is an innovative teaching philosophy that originated in the town of Reggio Emilia, Italy, after World War II. Developed by educator Loris Malaguzzi and local parents, it was designed to provide young children with a progressive and cooperative learning environment.

In contrast to traditional teaching methods, the Reggio Emilia approach does not follow a rigid curriculum. Instead, it encourages children to explore their interests and construct their own knowledge through hands-on experiences. This approach views children as strong, capable individuals who are naturally curious about the world around them. It also emphasizes the importance of community, collaboration, and respect for the child’s voice in shaping their learning experience.

At ������, the Reggio philosophy is not a curriculum – it’s a mindset. Combined with the rigour of the Ontario curriculum, it empowers children to co-construct knowledge through inquiry-based learning that is both creative and purposeful. Teachers plan with intention, ensuring that children’s passions are connected to clear academic goals. This balance allows us to follow the child’s interests and deliver deep, meaningful learning across subjects.

Fundamental principles of the Reggio Emilia approach

Child-led learning: At ������, learning begins with the child’s interests but is guided by the intentional planning of expert educators. Projects are co-constructed, meaning teachers carefully scaffold the learning, ensuring that children’s passions connect to key concepts in literacy, numeracy, science, and more.

Student-centered environment: The physical environment is known as the “third teacher.” Classrooms are designed as inviting and stimulating spaces that encourage creativity, exploration, and collaboration. Natural light, open spaces, and a rich variety of materials create a dynamic setting for hands-on learning. Our small class sizes enable personalized support at every stage.

Teacher as co-learner and collaborator: Teachers at ������ are more than instructors — they are researchers, mentors, and collaborators. They guide learning through careful observation, documentation, and purposeful provocations that spark curiosity and deepen understanding.

The hundred languages of children: Children express themselves in countless ways: through art, movement, music, drama, storytelling, and more. At ������, we encourage these diverse forms of communication as valid ways to explore and share ideas.

Documentation and reflection: Learning is made visible through photos, videos, and written observations. These tools help teachers, students, and parents reflect on growth and make learning a shared journey.

How does ������ apply these principles?

Collaborative learning spaces: ������’s classrooms are designed to promote interaction, creativity, and collaboration. Flexible layouts and shared workspaces, and ateliers allow children to engage meaningfully with peers and educators.

Open-ended, purposeful play: Play is a powerful and intentional part of early learning at ������. Children engage with diverse, artist-quality materials from natural elements like wood and clay to paints and textiles to explore, express, and create with meaning. Through this purposeful play and exploration, they develop key skills such as problem-solving, collaboration, communication, and early literacy—all within a joyful, hands-on environment.

Project-based learning: Project-based inquiry brings learning to life. A single project might integrate science, literature, mathematics, art, and design thinking. Children may explore the life cycle of insects, construct habitats, or build models to understand natural forces. Each year, projects are newly imagined and inspired by students’ interests, ensuring every learning journey is unique. Teachers guide the process intentionally, embedding academic objectives throughout.

Strong Community Involvement: Parents and families are valued partners. Our close-knit school community ensures that learning extends beyond the classroom and is supported at home.

A deep respect for the child as a global citizen: At the heart of the Reggio Emilia approach is a powerful belief that children are not just learners—they are citizens from birth. This view shapes everything we do at ������. We honour each child’s ideas, voice, and agency in a nurturing environment that fosters responsibility, empathy, and a deep sense of global belonging. Our classrooms empower children to act with curiosity, purpose, and awareness of their place in the world, ready to contribute meaningfully to their communities, both now and in the future.

Why is ������ the ideal place for the early years?

������ International Schools in Bangkok combine creativity with academic strength. Here, children don’t just learn — they thrive:

• Building deep knowledge through hands-on, interdisciplinary projects
• Developing future-ready twenty-first-century skills in a joyful yet structured setting
• Being seen, heard, and supported through every step of the learning journey
• Learning through a curriculum that values both creativity and academic excellence

Whether observing insects in the garden or coding a robot, children at ������ aren’t just learning about the world — they’re learning how to shape it.

Visit us and experience the wonder of learning, Reggio-style

The Reggio Emilia approach is more than just a teaching method; it is a philosophy that values children as capable, curious learners. At ������, this philosophy is woven into every classroom, project, environment, and interaction. With over four decades of experience and a commitment to creativity, community, and academic excellence, ������ is proud to be a leader in Reggio-inspired education in Bangkok and the region.

Book a school tour and come discover how your child can flourish with us through an “experience day.”

���ڱ����Գ����:��

• ��ٳٱ��://�������Գٰ����.����.�ٳ�/���𲵲�����-�𳾾�������-�������Dz�����-���ܾ����/.��
• https://theeducationhub.org.nz/the-reggio-emilia-approach/
• https://hamptonschool.ac.th/reggio-emilia/

The post Inside the Reggio Emilia Approach to Early Years Education appeared first on ������ - International Schools Bangkok.

The early years are the golden window of a child’s development. Early childhood intervention programs can have a positive, long-term impact on academic performance, leading to improved school outcomes and higher educational attainment. The various paths to success for the children may entail moving on to leading local and overseas secondary/middle school institutions or to other leading institutions that best suit their needs. We aim to co-construct a path with our parents that is best for their child.

Today, we are proud to provide more opportunities to our community with the launch of The Dove Centre at The City School – a dedicated space for children whose best interests are met in a more individualized learning environment. Following a successful pilot program, The Dove Centre now stands as its own ������ campus, while remaining fully integrated within our broader learning community at The City School.

Why The Dove Centre?

At The City School, we recognize that every child’s learning journey is different. The majority of our children thrive in our program, which delivers Canada’s Ontario curriculum and the Reggio Emilia Approach.  The children benefit from our teacher: child ratio of 1:4 and are able to unlock their full potential within a mainstream class. Where needed, our highly personalized learning classes are also supported by our Student Services and Wellbeing (SSW) team and Inclusive Educators to differentiate learning for children who can access the curriculum with additional support. The class curricula are designed on accepted age-based stages of learning, progressing from K1 to Y6.

However, for some children, a mainstream setting may not enable their full potential. The Dove Centre was created for these learners. At The Dove Centre, we provide a nurturing, purpose-built environment where children can develop essential skills, build independence, and gain the confidence to thrive – not just in school, but in life beyond our community.

The Dove Centre at our ������ school in Bangkok is designed for children who:

• Benefit from an individualized curriculum that is not based on chronological age and stage outcomes. 
• Require additional support from therapists and specialized educators, with therapeutic support integrated within the classroom throughout the day. 
• Thrive in an adapted learning environment and conditions that support their physical, cognitive, and emotional needs.

The Dove Centre Difference

For families seeking one of the best kindergartens and elementary schools in Bangkok, The Dove Centre offers highly personalized learning that meets each child with compassion, care, and the support they need to truly thrive.

• A collaborative specialist team of educators and therapists, working together to meet each child’s needs. 

• Highly personalized learning focusing on functional literacy, mathematics, and life skills to support each child’s growth on a needs basis rather than chronological age. 

• Evidence-based teaching methods and adaptive learning tools, an approach combining research-backed strategies, sensory adaptations, and assistive technology to create an engaging, accessible learning experience. 

• Purpose-built campus with sensory-friendly spaces, adaptive classrooms, therapy zones, and outdoor learning areas. 

• Small class sizes: There are a maximum of 6 students per class, and the teacher: child ratio is 1:2 or 1:3 for focused attention. 

• Beyond 1:1 support: Instead of relying solely on a single Inclusive Educator, students learn in small, specialized groups, applying skills across different educators, peers, and real-world situations to promote skill generalization. 

• Integrated therapy and life skills, minimizing over- or under-stimulation, and ensuring real-world application. 

• Integrated behavioural and Social Support: Proactive strategies help children self-regulate, build independence, and develop essential life skills, ensuring they thrive academically, socially, and emotionally. 

• Community integration creates opportunities for meaningful engagement with The City School community, fostering social skills and a sense of belonging. 

• Fees: The fees at The Dove Centre are matched to those of a child who would access the mainstream classroom at The City School with an Inclusive Educator and SSW services

The Dove Centre In The News

Our commitment to inclusive education is being recognized:

Bangkok Post –

The Thaiger –

ScandAsia –

Post Today –

Located just 900 meters from The City School on Soi 49/14, The Dove Centre provides a continuum of support that ensures every child has a learning environment that is suited to unlocking their potential.  

We welcome families, both from our ������ community and beyond, looking for the right learning environment for their child. The best way to understand The Dove Centre is to see it in action. Please reach out to our Admissions Department to organise a tour: admissions@elc.ac.th.

The post The Dove Centre – A New Space For Highly Personalized Learning appeared first on ������ - International Schools Bangkok.

The network includes The City School Thonglor, which welcomes children aged 3 to 11 years, and four branches of The Purple Elephant, designed for toddlers aged 18 months to 3 years, located in Phrom Phong, Thonglor, and Nonthaburi. Additionally, The Dove Centre at The City School—a dedicated space for children whose needs are best supported in a more individualized learning environment—was recently opened

At the heart of ������’s approach is the Reggio Emilia philosophy; an educational model rooted in the belief that children learn best through hands-on, minds-on experiences. This approach emphasises project-based learning, encourages collaboration, and sees the environment as the “third teacher,” inspiring children to explore, question, and discover. ������’s commitment to experiential learning creates an engaging atmosphere where each child’s unique interests and learning styles are honoured, helping them develop into confident, capable, and curious learners.

Co-Constructing Learning

Learning at ������ is a truly collaborative process—one that brings together children, educators, and parents as partners.

Children are seen as active contributors to their own learning, drawing on personal experiences, asking questions, and exploring ideas with curiosity and intent. Educators listen closely and engage with children’s thinking—hypothesizing, debating, and problem-solving alongside them—while using these insights to guide curriculum goals. Parents play an essential role in this partnership, helping extend learning beyond the classroom and offering valuable perspectives that shape the learning journey.

At ������, we combine the academic rigour of the Ontario (Canada) curriculum with a Reggio Emilia–inspired inquiry pedagogy. Through interdisciplinary Project work, creative exploration, and deep thinking, students are nurtured, challenged, and inspired to follow their interests and make meaningful connections with the world around them.

The Project

At  ������, learning begins with a question, a spark of curiosity from a child that evolves into a journey of exploration. This journey is known as The Project. This is a long-term, interdisciplinary investigation that brings together science, literacy, mathematics, the arts, and more.

Projects are inspired by children’s interests and guided by skilled educators who help shape and extend their thinking through discussion, collaboration, and hands-on experiences. Classrooms become research labs, studios, and forums where young learners are encouraged to investigate the world with creativity, confidence, and purpose.

This approach nurtures a love of learning but also develops essential skills such as questioning, critical thinking, problem-solving, and teamwork. By exploring the “what,” “why,” and “how” behind each topic, children build deeper understanding and meaningful connections across disciplines, laying a strong foundation for lifelong learning.

The Ateliers

������’s dedication to creativity and exploration is evident in its specialized educational spaces called ateliers. Ateliers at ������ are not just art rooms—they are dynamic spaces for research, expression, and discovery. Strategically located throughout our campuses, these studios invite children to explore ideas using a wide range of materials and mediums, from natural elements to digital tools.

Rooted in our Reggio Emilia–inspired approach, ateliers support children in investigating concepts, developing creative thinking, and expressing ideas through multiple forms. These flexible environments respond to children’s evolving interests and inquiries, offering opportunities to revisit and refine their thinking—deepening both their understanding of curricular ideas and their own creative potential.

The Teacher

At ������, your child is supported not by a single teacher, but by a team of dedicated educators and specialists. ������ educators are not just teachers—they are facilitators, collaborators, and guides who enrich each child’s learning journey. Handpicked for their professionalism, experience and care, they understand the importance of building strong, trusting relationships with children and families.

Working together as a pedagogical team, our educators engage in ongoing research and reflection, continually refining their practice to support diverse learning styles and developmental needs. This collaborative approach allows for a rich, responsive learning environment—where children experience active, joyful learning that sparks curiosity, deep thinking, and a lifelong love for discovery.

The Environment

������ believes that the learning environment plays a crucial role in a child’s development. The campuses are intentionally designed to be rich, nurturing spaces that inspire curiosity and exploration. The aesthetically pleasing surroundings reflect the school’s values, demonstrating a commitment to creating spaces where children feel valued and motivated to learn. By integrating natural elements and thoughtfully arranged learning areas, ������’s environment serves as a “third teacher,” influencing and enhancing the educational experience and learning styles. 

A School Designed for Lifelong Learning

������’s perspective on children is rooted in the belief that each child is competent, powerful, and full of potential. Knowing that unique and experiential learning according to individual needs is necessary, ������ provides an education that respects and nurtures each child’s innate abilities and interests. By offering a collaborative learning community, project-based questioning, specialist creative spaces, and dedicated educators in a well-designed setting, ������ can ensure that every child receives a holistic and enriching education.

For parents interested in exploring inquiry and project-based learning in Bangkok, ������ is a leading network of ������ kindergartens and elementary school in Bangkok. ������’s experiential approach nurtures curiosity, creativity, and a love for learning. Discover how this dynamic educational environment can support and enhance your child’s learning journey. Contact us for more information and we invite you to come visit our campus for an experience day.

The post Why ������’s Learning Style Stands Out in Early Education appeared first on ������ - International Schools Bangkok.

Science Rooted in Curiosity

It all began with a simple question: What makes soil alive? From there, our children explored concepts like pH, nutrient cycles, and biodiversity. Using microscopes, sensors, and field observations, they began to understand that soil isn’t just dirt—it’s a living, breathing ecosystem. The process wasn’t about memorizing facts—it was about testing ideas, analyzing patterns, and thinking like scientists.

Technology with a Real-World Impact

With the support of educators and visiting experts, children designed tools to support their work—coding time-lapse cameras, building Arduino moisture sensors, and even prototyping automatic watering systems. These weren’t just exercises in robotics—they were solutions to real environmental needs, developed by children who saw a challenge and wanted to help.

A Space for Empathy, Expression, and Growth

Though rooted in science and technology, the Rewilding Space is also a reflection of our values: collaboration, creativity, and community. Children worked in small groups, supported by educators who guided their ideas rather than gave answers. They also brought in art and reflection, finding beauty in the unexpected—from bricks and roots to relationships and process. As one child shared, “When you really get to know something—or someone—you find something beautiful in them.”

The Rewilding Space is a living symbol of our belief that when children are empowered, they build not only knowledge—but character, confidence, and purpose. Read the full story featured in ScandAsia:

The post CASE STUDY: Rewilding with Purpose: A Living Laboratory at ������ appeared first on ������ - International Schools Bangkok.

A Garden Designed for Wonder 

Inspired by the Reggio Emilia philosophy, The Magic Garden is a responsive environment that grows with the children. At its centre, a wooden stage with the metallophone and ponglang invites children to explore rhythm, sound, and culture—encouraging collaboration and creativity through music and play. 

Climbing Towards Confidence

The garden’s climbing frame is more than a structure—it’s a space for building strength, balance, and resilience. As children challenge themselves through movement, they grow in courage, coordination, and confidence with each step they take.

Learning Through Connection 

Open-ended and ever-evolving, the space encourages child-led exploration. Whether in moments of quiet reflection or lively collaboration, children shape their own narratives—turning each visit into an opportunity for connection, inquiry, and imagination.

A Living Space for Growth More than a playground, The Magic Garden reflects our belief in meaningful, hands-on learning. It’s a place where discovery unfolds naturally, shaped by the children who bring it to life. Each day, it becomes something new—a reflection of their curiosity, creativity, and connection.

The post Where Learning Comes Alive: The Magic Garden at ������  appeared first on ������ - International Schools Bangkok.

Originally my background is in outdoor education with primary-age children in Canada. I was torn between my passion for the outdoors and my love of technology at this time, and then the opportunity came up for me to make a transition. Twelve years ago, I interviewed with Jackie (Founder of ������ Family of International Schools) and fell in love with the philosophy of The City School and the Reggio Emilia approach. I began as a Year 3 teacher, a role I held for 5 years. At this time, technology was just starting to be integrated into some of the Projects and I was curious about how they used robotics and other technology tools. I started to integrate technology year on year, which became a wider mission to expand technology and incorporate it into learning across the school.

2. Could you describe your role?

The role of Head of Technology and Innovation is a new one. In previous years, our pedagogical consultant, Giovanni Piazza, drove much of our approach, and this responsibility has now been disseminated to me and some other long-standing members of staff. My role covers technology integration from the classroom to the curriculum – it is pretty wide in scope! We have organically built up a lot of the systems and technology pieces that we have, whether robotics, digital citizenship, or 3D printing. These elements have naturally connected with and facilitated learning, especially with our Project work, and the ‘innovation’ component which is inherently part of the learning process is now being more explicitly and systematically integrated into the curriculum. We have made great headway in the last few years in terms of building up both our digital literacy and digital citizenship curriculum, and now we are empowering teachers and coordinators to take ownership of all these elements of technology and innovation knowledge and practicum – it is not just an isolated subject but a necessary and important part of everybody’s lives. My main goal right now is to find innovative tools that we can inject into our learning processes and our forward-thinking Ontario Curriculum. 

3. How has your philosophy of teaching/approach developed over the years? 

The commitment to project work at The City School has really helped to define the way I view children approaching their learning. When children drive the Projects they are intrinsically motivated; there is empowerment, autonomy, and ownership built in when the children create meaningful artifacts, drawing on our technology kits and tools. Personally, I am continually navigating if, when, and how to integrate what I am learning from external accreditations or courses in technology with the unique needs of the The City School’s teaching and learning context and the curriculum expectations. This really encourages an openness and flexibility in my approach. Whilst it is of course critical to innovate and stay relevant, I am always mindful that we are a low technology school by design and this is something upon which we have always prided ourselves. For example, the natural world features in so much of what we do as we ‘bring the outside in’, we refrain from implementing one-to-one devices, and above all, we want the learning to be very human-driven, with interaction at the heart of what we do. So, a big part of my role is folding in the technology meaningfully in ways that prepare your children for their next school and for navigating the 21^st century successfully. Being at The City School, we re-commit each day to setting children up for success, and this is about nurturing and building those transferable skills of knowing how to construct, create, and critique, to plan, design and engineer. Regardless of the technologies in their future, we always want the children to see themselves as creators. 

4. How is Technology and Innovation integrated into curriculum here at The City School? Can you give an example?

I think the way we’ve been utilizing Microbits, which is one of our microcontrollers used typically from Year 4 onwards, is a good illustration of how technology and innovation is integrated in our learning programmes; it can be utilized with Project, with digital literacy, and ties well with the Math and Literacy curriculum expectations inside the classroom. We give children the space and means to naturally integrate technology and innovation into their creative process: children are learning how to code their own inventions; they’re able to write out instructions for how they did it; they’re able to create a ‘how to’ of its operations; and they can build and design in the atelier. For me, it is these personally meaningful artifacts, that have travelled in and across disciplines, and can be shared with their peers, which captures the ‘magic’ of our learning.

5. Broadly speaking, I think parents have concerns with technology and

their child for two reasons. Firstly, the pitfalls in overuse and security/safety and secondly, with the arrival of generative AI, and more generally the speed with which technology is advancing, parents consider how to ‘future-proof’ their children. Could you say a little about how you navigate these issues in school? 

With regards to AI, we are still very much at the ‘talking points’ stage, both as a school and directly with the children. Whilst we haven’t developed any specific policies or lesson on AI yet, largely because of the speed at which they’re evolving, with the older years we do talk about machine learning and how these AI large language models have been built and we talk about how bias can be injected into this. We discuss issues of privacy and security in our digital citizenship lessons across Years 1-6, including the importance of securing personal information and the concept of a digital footprint. In Media Literacy we have the help of Rachel Wright, Head Librarian, and Rachael Foster, Head of Literacy, to address issues of fact and opinion, algorithmic searches, and the importance of developing a hypercritical eye online. In a post-pandemic world, a lot of the research has shifted away from screentime as such, and is focusing more on what we are doing on the screens – are we being hypervigilant, critical, creative, or are we just consuming? As educators, we are trying to ensure our use of technology is all creator-driven with very little consumption. Of course, it might not be so easy at home! Our advice would be to try to use screens for as much creative content as possible, which could include your child coding, or even making their own Youtube videos as they get older!

6. Arguably the most in-demand skill for the future is ‘innovation’ and creativity.

How do you teach innovation?

I don’t think you teach innovation I think you inspire innovation. Specifically in my role, I am tasked with pushing the boundaries of what the best education for children can look like and thinking of new ways we can approach learning tasks that may or may not include technology. Innovation involves creating a space in which we encourage risk-taking and divergent thinking, and developing a mindset whereby children don’t feel constrained by conventional structures or materials. I think it is an inspirational role: I’m not going to be the educator who will introduce what follows AI – newer staff members will come along and generate new ideas, but rather I see my role as interweaving all these ideas together and being able to disseminate the information to everybody. So, in this way, I am trying to build and promote a culture of innovation.

7. Who or what inspires you?

There are a few I can mention! Mark Rober and Casey Neistat come to mind first. As Youtubers, vloggers, educators, and what I’d call ‘tinkerers’, I admire the way they experiment, learn, and create things; the processes aren’t perfect or beautiful, but rather they are transparent and they invite us to witness the challenges, messiness, and learning inherently built in. When I’m working in the atelier with the children it’s so important to show the ‘behind the scenes’; I welcome the aesthetic of the ‘imperfect’ – the crossings out, duct tape fixups, all those things that show how children work upon things, in essence, making their learning visible. My daily inspiration is really a rich blend of all the things I have learnt from The City School, from Giovanni, from the Reggio approach, and folding into this my own 21^st century external inputs.

The post In the Spotlight with Trevor Cardozo: Head of Technology and Innovation at The City School appeared first on ������ - International Schools Bangkok.