Reggio-Inspired Classroom Examples: What It Looks Like in Practice

In Reggio practice, provocations are open-ended setups with thoughtfully chosen materials, rooted in the class’s interests and free of predetermined outcomes—inviting children to lead, test ideas, and surprise us. Invitations are still open and exploratory, but they’re more intentionally tied to a theme or goal, offering a gentle prompt or direction (e.g., mirrors and art supplies during an identity study). In short: with provocations, teachers stage and step back; with invitations, teachers gently steer and scaffold. For a deeper dive (with examples and setup tips), read our full guide: What Are Reggio Provocations? A Beginner’s Guide with Examples.

Below are examples from Roots & Wings, a Reggio-inspired Preschool:

Light & Shadow Provocation

Materials: Cardboard box, white tissue/tracing paper, tape, flashlight or small lamp, animal figurines/silhouette cutouts, clip/stand to prop the light, darkened space.

Setup: Tape tissue paper over the box opening to make a “screen.” Turn off the lights and aim the flashlight through the back/side of the box.

What we observed: Children positioned animals behind the screen, experimented with moving them closer/farther to change size, and began narrating scenes. Roles emerged (light operator, puppeteers, audience), and the exploration evolved into a full shadow-play performance.

Teacher language:

• “What changed when you moved the animal closer to the light?”

• “How could we make two characters talk to each other?”

• “Who wants to be the light operator for the next scene?”

• “What else could become a character if we trace its shadow?”

Potions (Provocation)

Materials: Baking soda, vinegar, water, a little dish soap, food coloring, droppers/pipettes, small jars or beakers, funnels, measuring spoons/cups, trays, stir sticks, towels/smocks, optional scents (lemon, vanilla) and biodegradable glitter/confetti.

What we observed: Children mixed, measured, and compared “recipes,” noticing that vinegar + baking soda made fizz, and adding a drop of soap created taller, longer-lasting foam. They experimented with order and amounts, discovered new colors, named their potions, and began recording steps so they could recreate favorites.

Teacher language:

• “Tell me about your recipe—what did you add first?”

• “What changed when you used more vinegar? Less baking soda?”

• “What do you predict will happen if we add the soap before the vinegar?”

• “How could we write or draw your steps so you can make this potion again?”

Self-Portraits (Invitation)

Materials: Individual printed photo of each child, tabletop mirrors, drawing paper or sketchbooks, pencils/erasers, fine-tip markers, a range of skin-tone crayons/colored pencils/watercolors, clipboards/easels, name labels.

Setup: Place each child’s photo beside a mirror at their seat. Offer a curated palette of skin, hair, and eye tones.

Invitation: “Look closely at yourself in the mirror and at your photo. What shapes, lines, and colors tell your story? Draw a self-portrait that shows how you see yourself today.”

What we observed: Children toggled between the mirror and photo, noticing proportion (eye line halfway down the face), unique details (freckles, curls, glasses), and subtle changes in expression. Many mixed or layered colors to match their skin and hair, added backgrounds or favorite objects, titled their work, and shared identity-rich narratives with peers.

Teacher language:

• “What shapes do you notice in your face—oval, circles, triangles?”

• “How could you layer colors to match your skin or hair?”

• “What expression do you want to show, and how will you draw it?”

• “Would you like to add a title or a sentence about your portrait?”

Bakery Shop (Provocation)

Materials: Playdough (plain + scented/cocoa/cinnamon), rolling pins, pastry cutters, cookie stamps, muffin tins, cupcake liners, baking trays, spatulas, measuring cups/spoons, timers, aprons/chef hats, oven mitts, clipboards/order pads, pencils, play money/cash register, small boxes/bags for “to-go,” chalkboard/whiteboard for menu, table signs, trays/display stands.

Setup: Children were naturally transporting playdough to the kitchen, so we relocated the playdough station into Dramatic Play and stocked it with bakery tools. We added zones—Prep Counter, Oven, Display Case, Register—and added a blank menu board and order pads. On the first day, I rolled out the dough and did a couple examples with the cookie cutters as a provocation.

What we observed: Children loved this provocation and they played with it for several weeks! They naturally chose roles (bakers, cashiers, customers, delivery), kneaded and rolled “dough,” and invented recipes. They wrote menus, took special orders, used timers for “baking,” set prices, counted change, packaged items, and hosted a grand opening for families. Literacy (labels, tickets, receipts), math (measuring, pricing, counting), and social negotiation (turn-taking, problem-solving) all emerged.

Teacher language:

• “What will you name your bakery? How will customers know what you sell?”

• “How much does a cookie cost?

• “Who will take orders and who will work the oven? How will you switch jobs?”

• “Can we write your recipe so you can make it again tomorrow?”

Geode Science Experiment (Invitation)

Materials: Clean dry eggshell halves, white glue (thin coat), alum or borax powder, very hot water (adult-handled), food coloring, jars/cups, spoons, trays, magnifiers, labels.

Invitation: “Let’s mix a ‘crystal potion’ (a supersaturated solution) and paint the eggshells. What do you predict will happen as the water cools and evaporates?”

What we observed: Children coated shells, mixed colored solutions, and waited. By the next day, tiny crystals formed; over several days they grew into sparkling “geodes.” Children compared sizes and colors, noticed faster growth in warmer spots, and recorded daily changes with drawings.

Teacher language:

• “What changed since yesterday? Where do you see the first crystals?”

• “How might adding more alum/borax—or changing the temperature—affect the growth?”

• “What could we do to grow larger crystals next time?”