The Italian International Nursery and Kindergarten is the first Italian School to open in Hong Kong and was established in 2019 in South Horizons as a non-profit private international school. 

It has a direct partnership with Reggio Children, the Italian institution valorising and safeguarding the experience of Reggio Emilia’s Municipal Infant-Toddler Centres and Preschools, known in Italy and throughout the world as the Reggio Emilia Approach.


The School has two streams: English and Chinese, plus Italian language and culture; and Italian and English, plus Chinese language and culture, both with half-day and whole-day options. To enrich and cultivate children’s interests, the School organises a wide range of extra-curricular activities and weekend playgroups.

Other than from Hong Kong, current pupils enrolled in the School, Australia, Canada, France, Hungary, Kazakhstan, Italy, India, Malaysia, Pakistan, Mainland China, Singapore, UK, and United States. Thus, the IIN&IIKG represents an excellent cultural exchange between Hong Kong and Italy and other countries worldwide.

Our School’s concept reflects the understanding of both pedagogy and neuroscience, and the School itself is an organic institution in constant research and innovation.

“Education made in Italy: tradition, research and innovation”

The School recognises a child’s right to an education, respects each child and family’s individual necessities, values different cultures and traditions, and has a flexible approach to each child’s learning experience.

About us

The Reggio Emilia Approach is an educational philosophy originated in Italy, in the city of Reggio Emilia, by Loris Malaguzzi, himself an educator, a psychologist, and a philosopher.

The Reggio Approach is based on the image of the child, and of human beings, as possessing strong potentials for development and as a subject of rights who learns and grows in the relationships with others.

Distinctive characteristics are the participation of families, the collegial work of all the personnel, the importance of the educational environment, the presence of the atelier and the figure of the atelierista, the in-school kitchen, and the pedagogical coordinating team.