Viha follows the Reggio Emilia style of schooling. The layout of Viha encourages exploration, communication and the development of relationships on all levels. Everything reflects a dedication to quality, beauty and to the children’s own abilities to do things for themselves. We also strongly believe in Social and emotional learning, which is the process by which learners can harmonize their intellectual and their emotional responses to learning situations. These special features at Viha help us align to the whole Reggio Emilia concept and help us achieve the learning needs of pre-schoolers.

Emergent Curriculum: An emergent curriculum is one that builds upon the interests of children. Topics for study are captured from the talk of children, through family events, as well as the known interests of children (puddles, shadows, dinosaurs, and monsters).Teachers work together to formulate hypotheses about the possible directions of activities and stimuli to be provided to children in order to achieve the best.

Representational Development: Consistent with Howard Gardner’s notion of schooling for multiple intelligences, the Reggio Emilia approach calls for the integration of the graphic arts as tools for cognitive, linguistic, and social development. Presentation of concepts use multiple forms of representation – print, art, construction, drama, music, puppetry, and shadow play – are viewed as essential to children’s understanding of experience and are in concurrence with their learning needs.

Collaboration: Collaborative group work, both large and small, is considered valuable and necessary to advance cognitive development. Children are encouraged to engage in dialogue, compare, negotiate, hypothesize, and problem solve through group work. Within the Reggio Emilia approach multiple perspectives promote both a sense of group membership and the uniqueness of self.

Teachers as Researchers: The teacher is a teacher-researcher, a resource and guide as she/he lends expertise to children. The teachers carefully listen, observe, and document children’s work in their classroom and stimulate thinking, and children’s collaboration with peers. Teachers are committed to reflection about their own teaching and learning, and this forms the basis for insightful additions to our curriculum.

Environment: Within the Reggio Emilia schools, great attention is given to the look and feel of the classroom. The ‘Environment’ is considered the “third teacher.” Teachers carefully organize space for small and large group projects and small intimate spaces for one, two or three children. Documentation of children’s work and collections that children have made from former outings are displayed both at the children’s and adult eye level. Common space available to all children in the school includes dramatic play areas and work tables for children from different classrooms to come together.

Social and Emotional Learning: These domains are the most important in the Viha learning cycle

  • Self and other awareness: understanding and identifying feelings; knowing when one’s feelings shift; understanding the difference between thinking, feeling and acting; and understanding that one’s actions have consequences in terms of others’ feelings.
  • Mood management: handling and managing difficult feelings; controlling impulses; and handling anger constructively
  • Self-motivation: being able to set goals and persevere towards them with optimism and hope, even in the face of setbacks
  • Empathy: being able to put yourself “in someone else’s shoes” both cognitively and affectively; being able to take someone’s perspective; being able to show that you care
  • Management of relationships: making friends, handling friendships; resolving conflicts; cooperating


Viha children visit a Whitefield store17 February 2012Mommies day19 October 2012


The first admission at Viha our older son 'Atharva', who started attending Viha in June 2011, is always excited to go to school in the morning and we as parents feel pumped when see him spreading energy in his school cab.

Rohini and Aditya Tomar