The aim of this paper is to present the Reggio pedagogical concept that puts the child at the center of its work, adapting the spatial-material, social and temporal dimension that allows him to develop into an independent, responsible and competent person ready for personal development initiatives, through indirect learning. The personal life and work of Lorris Malguzzi, as the originator of this concept, that encouraged him to create it, as well as its historical development are described in the first part of the paper. The primary features are mentioned and basic principles of work in Reggio educational institutions, which includes the image of the child as a competent person, research activities and project work, the importance of documentation in monitoring child development, organization of the spatial and material environment according to the needs and interests of children, flexibility in designing the curriculum and the role of educators as partners in the process of learning and acquiring knowledge. At the very end, the spatial planning, materials and organization of time are described in detail, as a basis for encouraging exploratory children's nature as well as the great role of educators in the lives of children in Reggio Emilia.