Environment as the Third Teacher

 After reading the article “Children and Place: Reggio Emilia’s Environment as Third Teacher” by Strong-Wilson and Ellis, I was inspired to take stock of my classroom and my belief on what my classroom could and should be to reflect the whole child. The article discussed the “eight Reggio principles as key to the environment as third teacher: aesthetics, transparency, active learning, flexibility, collaboration, reciprocity, bringing the outdoors in and relationships.” It goes on to say the environment needs to “speak” to the children. 

Let’s take a walk through my classroom where I have made a conscious effort to create a classroom that reflects the whole child and hopefully be the third teacher

We honour the families of our classroom.

Creative materials are accessible.

Access to beautiful stuff to create and collaborate with.

A place to explore and wonder. A flexible space to add items that the children would find interesting to explore.

Walls that began as blank spaces are now  filled with childrens’ portraits, their work, their writing, and celebrations.

A co-created alphabet and calendar.

Natural and real life tools were brought in for dramatic play. A basket of pompoms can be anything you want! 

Writing tools are available around the room.

•The classroom is lit with low lights to help bring a sense of calm and peace. Coloursare minimal so as keep the room visually calm. A quiet corner, called “Australia” is established in our book nook that comes with a “peace” basket full of tools to help us regulate our emotions. 

•The whiteboard holds our daily schedule and routines. Expectations of behaviour are established early on in order for students to know what is expected of them. Creative and critical thinking is encouraged and time is set aside to reflect on our learning.

•Relationships and community is nurtured that allows for collaborative play. 

•Flexibility and accessibility to all the materials in the room allows for children to choose what and how they want to play no matter what their abilities are. There is something for everyone. 

•Flexible seating is established, so those who have a hard time sitting can grab a clipboard and lay on the ground or move to another spot. 

•Loose parts are introduced and used so as to spark imagination!

•Provocations are set up to nurture inquiry. 

•Walls are used to document thoughts and learning.

Strong-Wilson and Ellis, Children and Place: Reggio Emilia's Environment As Third Teacher. March 2007

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