Developed by the Italian early childhood educator, Loris Malaguzzi, this Reggio Emilia approach uses the environment as the third teacher.
by Camille Sanghera from Wintergreen Learning Materials
Teacher, Special Education Consultant, Early Learning Academy Coordinator, ECEA
Did you know that the classroom environment is the third teacher? This Reggio Emilia approach was developed by the Italian early childhood educator, Loris Malaguzzi, but what does “environment as the third teacher” actually mean?
Children learn from three different sources: adults, other kids, and their natural surroundings. Loris Malaguzzi noted that a key factor in making learning meaningful is the environment. He expressed the environment as the third teacher as being a responsive setting and atmosphere in which teachers and students co-create learning. You must intentionally plan your environment in order to set up the third instructor. When the learning environment is thoughtfully and consciously designed, the third teacher becomes a flexible, engaging setting that responds to the need for teachers and students to co-create learning.
"Children learn from three different sources: adults, other kids, and their natural surroundings."
We need to design environments that act as the third teacher in order to encourage a thirst for knowledge. For example, a small rug or a carpet may only make up a small portion of the environment. However, it offers a colourful, inviting location for children to explore, learn, become inspired, and play. It clearly defines a space, while encouraging children to investigate.
The use of natural light, organization, and aesthetics are essential components in creating inspiring surroundings for kids. To demonstrate their competence and capability, children are given real materials and equipment. Children are encouraged to pursue their interests by constantly altering and evolving the educational environment both inside and outside. Both the students and the teachers are encouraged to explore, communicate, and work together in these inspiring spaces. The environment as a third teacher is flexible and tailored to the students in the class. What the teacher and child are interested in, concentrating on, and learning about will be reflected in the surroundings.
"Children are encouraged to pursue their interests by constantly altering and evolving the educational environment both inside and outside."
You can consider your personal values as you create the atmosphere for your students and make choices about how to implement those principles in your classroom. For instance, some teachers may find it important for kids to feel connected to their own homes. This can be portrayed in their classroom by putting up images of the kids with their families or by giving it a cozy, homey atmosphere. Alternatively, teachers that appreciate physical health may offer opportunities for physical activity in both their indoor and outdoor environments.
If the instructor values connection with nature, they may give their students plenty of time outside so the students can experience nature and other natural elements. The teacher may encourage their students to bring natural objects and items inside with them to investigate further.
When it comes to creating an environment where your students will thrive, here are some things to consider:
- The environment is cozy and safe, feeling like home
- There is some connection to the student’s home life
- There are spaces that promote physical activity
- The student has opportunities to see themselves as a skilled learner
- The student has options and independence while interacting with materials
- Opportunities to feel connected with the environment while building positive relationships
There is a gap between what a child can accomplish and how far a child will push themselves. A child who doesn't want to learn or doesn't think they can learn cannot be taught. If we want to encourage a thirst for knowledge and provide a secure environment for students and teachers to venture beyond what is already known, we must construct environments that reflect our values and acknowledge both groups as uniquely creative individuals.
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