Impacts on Children's Learning
The environment being viewed as a third teacher, in addition to educators and parents is a significantly beneficial aspect of the Reggio Emilia educational model in relation to children's. In this prospect, children's learning is primarily facilitated by their environment, leading to 'the social constructions of understanding and documentation of the life within the space' (Jackman, 2009, p. 44). Children are therefore able to explore and discover their space and strive to make sense of aspects of their world as a result. The child is empowered to socially construct their own knowledge with the guidance of their environment. In relation to this, the space in the Reggio Emilia classroom is used effectively to arrange equipment, materials and activities to further promote children to explore and make inquiries in their learning experiences to deepen their knowledge and understandings about their world.
Another philosophy highlighted by the Reggio Emilia educational model is that of the use of space to promote effective communication and nurture relationships. Essentially, positive, nurturing and collaborative relationships lead to all classroom participants, including educators 'working together at every level through collaboration; seeing the importance of relationships socially and emotionally in the interactions of the people in the environment; and intellectually in the approach to learning that is always seen in context and depends on co-construction of knowledge' (Arthur, Beecher, Death, Dockett & Farmer, 2012). Children immensely benefit from collaboration where they are able to exchange ideas, deepening their own understandings of a given concept, skill or idea. Also when they positively interact with peers, educators, parents and community, not only is their sense of belonging and purpose within the classroom context evident but the entire classroom community is promoted to learn together; assisting each other and receiving assistance when required also.
Another philosophy highlighted by the Reggio Emilia educational model is that of the use of space to promote effective communication and nurture relationships. Essentially, positive, nurturing and collaborative relationships lead to all classroom participants, including educators 'working together at every level through collaboration; seeing the importance of relationships socially and emotionally in the interactions of the people in the environment; and intellectually in the approach to learning that is always seen in context and depends on co-construction of knowledge' (Arthur, Beecher, Death, Dockett & Farmer, 2012). Children immensely benefit from collaboration where they are able to exchange ideas, deepening their own understandings of a given concept, skill or idea. Also when they positively interact with peers, educators, parents and community, not only is their sense of belonging and purpose within the classroom context evident but the entire classroom community is promoted to learn together; assisting each other and receiving assistance when required also.