Our Approach
Sabot has a different approach to education, one that empowers the innate curiosity of every student.
Through interactive experiences both in the classroom and throughout our wooded grounds, our students find joy in learning. We challenge them to be effective communicators, expansive thinkers, and eager problem solvers.
A Brief Introduction to a Reggio-Emilia
At Sabot, we embrace the Reggio Emilia™ Approach, a philosophy rooted in the vision of Loris Malaguzzi, a city in Northern Italy which has given significant municipal resources and pedagogical attention—since World War II— in order to revolutionize its educational system. It has since inspired the world-renowned Reggio Emilia Approach,™ which serves as the foundation for our curriculum.
In short, the Reggio philosophy is rooted in a deep conviction that every child is a valued citizen, a subject with rights; that every child benefits from relationships with others; and, that every child is equipped with “a hundred languages” by which one expresses and represents ideas and knowledge. This philosophy shapes our Image of the Child at Sabot, viewing each student as a capable and creative learner, rich with unique interests and ideas that enhance the collective learning experience. Our faculty, acting as “teacher-researchers,” diligently observe and document the diverse ways in which students communicate and learn.
The decisions we make as a School—whether in the classroom, in administrative offices, or at the Board level—are guided by this Image of the Child and our evolving understandings of observation, research, and best practices in education. While trends, technologies, and landscapes may change, our Image of the Child as one worthy of our respect and best efforts does not.
Want to learn more? Check out this article from the New York Times on Reggio Emilia schools.
The Five Rs Guide Our Philosophy
Our Reggio-inspired approach for preschool through Grade 8 is unique to Richmond, and is framed by the Sabot Five Rs—Respect, Responsibility, Relationships, Relevance, and Reflection. These principles serve as the foundation for all learning at Sabot School, empowering students to build their understanding, creativity, and wonder.
At the heart of our philosophy is the belief that children are capable, curious, and competent individuals, ready to engage in their own learning. We honor each child's ideas and interests, seeing them not just as learners but as contributors to the community and the world around them. The Five Rs support this image of the child, guiding both students and educators toward collaboration, exploration, and growth. Through this framework, we create a rich environment where children thrive, express their many languages of learning, and develop into independent thinkers.
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Children have curious and open minds.
They will search for knowledge, deeper understanding, and new questions, creating powerful moments for learning.
Our students ask questions and actively seek answers. From preschool to 8th grade, we encourage our students to wonder and notice. They learn that there is no one resource for answers, but that many tools are useful for exploring problems and finding solutions – and that frequently, there is more than one way to solve a problem.
As they make observations; collect, analyze, and synthesize information; and draw conclusions, Sabot students develop lifelong problem-solving skills that can be applied anywhere. They quickly realize that learning has cycles, not endpoints.
Children have a hundred languages.
Students make their learning visible by expressing themselves through an infinite variety of media, materials, and modes. Whether they use clay, dance, video, or coding, students represent, analyze, problem-solve, and communicate in what Reggio teacher-researchers call “the hundred languages of children.” This metaphor describes the process of representing knowledge and learning, which leads to reflection, and then to further questions, and then to more investigation in an ongoing cycle of inquiry.
Children think about their thinking.
At Sabot, students become aware of how their minds work and how they learn best. They discover which cognitive strategies help them do their best work. They learn which means of representation and expression come easily to them and which are more demanding. Their new ideas and perspectives transform into learning through this awareness, curiosity, creativity, and imagination.
Children who know their own strengths and weaknesses, who are challenged to assess their own work, and who are comfortable asking for help when they need it will be more effective learners. They will also be more equipped and better able to adapt to new challenges in the future.
Children seek continuous improvement.
They are willing to take responsible personal and intellectual risks and recognize the role of embracing challenge and sustaining effort. At Sabot, students learn to approach this with the discipline, persistence, and patience required.
We do not regard “A” level work as a reason to stop working, improving, or thinking. We expect students to acquire knowledge because knowledge is necessary for learning and problem-solving, but it is not the extent of one’s learning. Students are expected to observe, evaluate, and refine their own work and learning. This process of supporting students in taking increasing responsibility for and ownership of their own learning begins in preschool and continues throughout the lower and middle schools.
Children are part of a community at Sabot.
Their connections ignite their passion to collaborate, sustain their individualism within the group, and foster their commitment to knowledge and community.
Across the school, students build understanding by examining their existing ideas in light of new experiences and new information, discussing questions, and testing and refining theories in collaboration with other children and adults. This collaboration allows children to understand their own — and each other’s — unique talents. They will seek out those with mechanical skills when something is broken, those who can negotiate ably when conflicts arise, and those who love to dream when a big idea is needed. Students view each other as resources, realizing that what they can accomplish by working together far exceeds what they might accomplish individually.
Our Classrooms Are Different for a Reason
In a Reggio Emilia-inspired classroom, education looks distinctly different from traditional models. Students are encouraged to move freely, collaborate with peers, and pursue their own inquiries. The learning environment is flexible, designed to inspire curiosity and foster creativity, with materials and provocations set up to invite exploration. Teachers act not as lecturers but as facilitators, guiding students by posing thoughtful questions and offering opportunities for hands-on learning. This philosophy is rooted in the understanding that children learn best when they are happy and in an environment that honors discovery for its own sake.
At Sabot School, this philosophy comes to life in dynamic classrooms where students work in small groups on meaningful projects and discussions. Teachers introduce provocations—open-ended materials or questions—to spark inquiry, allowing students to explore subjects in depth. Our programs align with children’s developmental needs, cognitive abilities, and social-emotional growth, integrating academic rigor with the joy of discovery.
In fact, we’ve been doing for 50 years what some schools are only now beginning to consider: that joy and rigor are not opposites and that children are the protagonists in their own learning. By providing an environment rich in discovery, we ensure that learning is both deeper and more meaningful, allowing children to develop the skills they need to thrive in the 21st century.
Creativity and Arts Shape Our Curriculum
At Sabot School, we embrace the concept of the "100 languages of children," which recognizes the myriad ways children express themselves—through art, music, movement, and more. This philosophy informs our entire curriculum, ensuring that creativity is integrated into every aspect of learning, from preschool through Grade 8. We believe that allowing students to explore and communicate their ideas through various mediums enriches their educational experience and fosters critical thinking.
Our approach is supported by a rich array of resources designed to encourage artistic expression. We have two atelieristas—trained educators who facilitate creative processes in our art studios, known as ateliers—dedicated to guiding students to make their learning visible. These ateliers serve as collaborative spaces where children can engage with various materials and techniques, fostering imagination and individualized learning.
In addition to the art studios, our music atelierista leads programs that incorporate elements of rhythm, sound, and movement, enhancing the integration of the arts throughout our curriculum. We also welcome artists in residence, including specialists in hip-hop, drawing, and drama, who inspire students and help them explore new avenues for self-expression. Our light studio offers opportunities for experimentation with light and shadow, allowing students to create visual narratives and deepen their understanding of the artistic process.
In Middle School, students participate in Exploratory, a class that allows students to students to delve into their personal interests, allowing them to explore their creativity through any medium they choose. This flexibility fosters independent thinking and empowers students to express themselves in ways that resonate with their unique identities.
At Sabot, creativity is not just an extracurricular activity; it is an essential component of our educational philosophy, empowering students to become confident and innovative thinkers.
The Environment as the Third Teacher
In the Reggio Emilia philosophy, the environment is considered the third teacher, a vital element that shapes learning experiences and relationships. This means that the spaces where children engage in learning are intentionally designed to provoke curiosity, encourage exploration, and inspire creativity. Sabot School is adjacent 106-acre Larus Park, which serves not just a backdrop but an active participant in our students' learning journeys. Our children spend about one-third of their day outdoors, whether exploring the woods, building forts, or observing wildlife. This regular exposure to the natural world invigorates students and nurtures essential socio-emotional skills like teamwork, resilience, and problem-solving.
Nature is deeply integrated into our curriculum, weaving through every subject. In science, students study local ecosystems firsthand, examining plant and animal life in their habitat. Math lessons involve discovering patterns in nature, such as the symmetry of leaves or the Fibonacci sequence in flowers. Students take their creative writing outside, using the tranquility of the forest to inspire poetry, while observational drawing encourages them to capture the intricate details of their surroundings.
By incorporating nature into daily learning, we foster a sense of wonder and curiosity that goes beyond the classroom.
Research shows that time spent outdoors is vital to cognitive and emotional development. The natural environment enhances academic rigor by offering students an immersive, hands-on way to engage with the world around them. Rain or shine, Larus Park serves as a living classroom that enriches each student's journey of discovery.
REGGIO IN ACTION
Check out the blog posts below to learn more about the ways that Sabot puts the Reggio theory into practice.
The child is an active learner, seeking the meaning of the world from birth; a co-creator of knowledge, identity, culture and values; a citizen, the subject of rights, not needs; and born with 'a hundred languages'.
adapted from Loris Malaguzzi and the UNESCO Policy Brief on early childhood
Progressive education for children in preschool through eighth grade.
3400 Stony Point Road
Richmond, Virginia 23235
p (804) 272-1341
f (804) 560-9255
