The Reggio Emilia Learning Environment
The Reggio Emilia approach suggests that along with parents and educators, a third teacher exists: the environment. This is contrary to the Montessori and Reggio Emilia Educational Models. This notion is supported by Strong-Wilson & Ellis (2007) who enlighten that the Reggio Emilia model 'identifies a third teacher between child, teacher and parent: the environment’ (p. 40). In this prospect, children are seen to explore their environment and as a result often discover aspects of their world (their space) that trigger curiosity and interest in their learning. The child does not only rely on educator and parent guidance to support them in their learning, but also the physical space that surrounds them to help them to develop more enhanced understandings of their world. All three work in correlation, enhancing the learning experience of the child.
Thus, it is important to recognize the use of space in the Reggio Emilia learning environment. Through use of space in this model, effective communication and positive relationships are ultimately promoted, ‘allowing for places in which a child can work with a few children, a larger group of children, a teacher, or alone’. In addition ‘Equipment, materials, and activities are arranged to encourage exploration, discovery, and problem solving as well as offer many choices’ (Essa, 2007, pg. 145). Actively engaging in such a learning environment more than likely leads to children developing positive, meaningful and nurturing relationships with all other classroom stakeholders; as well as being encouraged to explore, pose questions and problem-solve as a result of the arrangement of materials, resources and learning tasks.
Thus, it is important to recognize the use of space in the Reggio Emilia learning environment. Through use of space in this model, effective communication and positive relationships are ultimately promoted, ‘allowing for places in which a child can work with a few children, a larger group of children, a teacher, or alone’. In addition ‘Equipment, materials, and activities are arranged to encourage exploration, discovery, and problem solving as well as offer many choices’ (Essa, 2007, pg. 145). Actively engaging in such a learning environment more than likely leads to children developing positive, meaningful and nurturing relationships with all other classroom stakeholders; as well as being encouraged to explore, pose questions and problem-solve as a result of the arrangement of materials, resources and learning tasks.