The Princess of Wales has traveled to Reggio Emilia, Italy, to examine a specific early childhood education framework as part of her first major international engagement following her recovery from cancer.

威爾斯王妃已前往義大利的雷吉歐艾米利亞（Reggio Emilia），考察一個特定的幼兒教育框架，這是她癌症康復後首次參與的重大國際活動。

The visit is centered upon the 'Reggio Emilia approach,' a pedagogical model established by psychologist Loris Malaguzzi in the post-World War II era. This framework posits that children are inherently capable learners who construct knowledge through social relationships, exploration, and play. Consequently, the instructional role is transitioned from traditional lecturing to facilitation, wherein educators employ 'scaffolding'—the strategic use of prompts to extend a student's cognitive reach—while allowing the child's interests to dictate the curriculum.

此次訪問的核心在於「雷吉歐艾米利亞方法」，這是一個由心理學家 Loris Malaguzzi 在二戰後建立的教學模型。該框架認為兒童天生就是有能力的學習者，透過社交關係、探索與遊戲來建構知識。因此，教學角色從傳統的講課轉向引導，教育者使用「鷹架（scaffolding）」——即策略性地使用提示以延伸學生的認知範圍——同時讓兒童的興趣決定課程內容。

Central to this methodology is the conceptualization of the physical environment as the 'third teacher.' The integration of natural illumination, outdoor access, and open-ended materials is intended to catalyze independent inquiry. Such a shift toward child-led learning is viewed by specialists, including Holly Amber Stokes of Arden University, as a necessary response to the escalation of emotional distress and anxiety among youth. It is argued that the prioritization of agency and creativity serves as a protective mechanism for mental health and may enhance long-term academic performance by replacing passive reception with active experimentation.

此方法的中心理念是將物理環境視為「第三位老師」。整合自然採光、戶外空間及開放式教材，旨在激發獨立探究。包括阿登大學（Arden University）的 Holly Amber Stokes 在內的專家認為，這種向兒童主導學習的轉變，是應對青少年情緒困擾與焦慮增加的必要措施。有觀點認為，優先考慮自主權與創意可作為心理健康的保護機制，透過以主動實驗取代被動接收，進而提升長期的學業表現。

Furthermore, the flexibility of this model is noted for its utility in supporting neurodiverse populations, including children with autism or ADHD, by reducing the pressure associated with rigid academic standardization. The Princess of Wales's engagement with this model is an extension of her institutional work via the Royal Foundation Centre for Early Childhood, suggesting a strategic alignment between royal patronage and global educational reform.

此外，該模型的靈活性在支持神經多樣性群體（包括自閉症或 ADHD 兒童）方面具有實用價值，能減少與僵化學術標準化相關的壓力。威爾斯王妃對此模型的參與，是她透過皇家基金會幼兒中心（Royal Foundation Centre for Early Childhood）所進行之體制化工作的延伸，顯示了王室贊助與全球教育改革之間的策略接軌。

The Princess of Wales has arrived in Italy to study the Reggio Emilia education model, marking her return to international duties.

威爾斯王妃已抵達義大利研究雷吉歐艾米利亞教育模型，標誌著她恢復履行國際職務。