The Environment in Reggio Emilia
In the Reggio Emilia Approach, the environment is regarded as an integral part of education. This emphasis on the environment is influenced by Italy’s cultural fabric and, more specifically, by the city of Reggio Emilia itself.
Italy is known for its aesthetic cities and strong sense of artistry, and Reggio Emilia is one of its most modern and visually captivating cities. The city is designed to encourage social interaction, featuring historic buildings, theaters, gardens, boulevards, and artistic sculptures. Homes are built close together to strengthen human connections and encourage shared living experiences. Shopping districts are arranged in a circular layout, ensuring continuous interactions between people (Thornton & Brunton, 2009).
Reggio Emilia schools reflect this social structure in their design. The environment is considered the third teacher, playing a crucial role in activating learning and development (Wexler, 2004). The Reggio environment is not just a physical space but a philosophy that fosters learning, growth, and exploration (Fraser & Getswicki, 2002).
McCarthy (1995) describes the Reggio Emilia environment as enriched with materials that allow children to wonder, explore, invent, and think deeply. Additionally, teachers serve as facilitators who encourage children’s curiosity and discovery (cited in İnan, 2007).
Rinaldi (1998) argues that the environment should be designed to nurture children's potential, skills, and curiosity. An ideal Reggio Emilia learning environment should:
✔ Provide spaces that support both individual and group work
✔ Encourage exploration and research
✔ Facilitate the development and execution of projects
✔ Respect children’s personal space
✔ Offer a comfortable and communication-friendly atmosphere for both children and teachers (cited in İnan, 2007)
Children love to recreate and manage their surroundings, discovering interesting objects and witnessing new experiences.
Ellis (2004) emphasizes that the environment plays a significant role in shaping children's sense of identity and belonging.
✔ Moore (1986) states that friendships are formed through environmental exploration, and discovering natural surroundings strengthens social bonds.
✔ Langhout (2003) highlights the role of autonomy, social support, and positive emotions in strengthening children's connection to their environment.
✔ White (2004) suggests that natural surroundings promote social interaction and help reduce children's stress levels (cited in Wilson & Ellis, 2007).
Sensory-Rich Environments in Reggio Emilia
In Reggio Emilia schools, learning environments are designed to stimulate children’s senses. These environments feature:
✔ Calming colors, natural materials, and customized lighting
✔ Floor-to-ceiling windows, ensuring a seamless connection between indoor and outdoor spaces
✔ Glass partitions between classrooms, allowing children to stay visually connected to their surroundings
✔ Windows that enable children to observe the weather and seasonal changes (Bennett, 2001; cited in Amus, 2006)
Alongside collaborative spaces, Reggio Emilia schools also incorporate quiet corners for individual reflection and solitude.
Every Reggio Emilia school includes a Piazza, a communal gathering space where children can play dramatic games, explore, and release energy. Additionally, bulletin boards in the Piazza showcase children’s projects and daily dialogues, keeping parents informed about classroom activities (Amus, 2006).
Physical Spaces in Reggio Emilia Schools
✔ Schools are designed to invite children in, sparking curiosity and discovery (Aslan, 2005).
✔ Facilities include various plants, kitchens, dining areas, restrooms, and gardens.
✔ Classrooms are spacious, flexible, and furnished with movable furniture (Thornton & Brunton, 2009).
✔ Kitchens are arranged to encourage children to engage with food and meal preparation (Fraser & Getswicki, 2002).
✔ Classrooms include separate areas for both large and small group activities.
✔ Walls are adorned with mirrors and large-scale art pieces to support artistic exploration (Cadwell, 1997).
The Atelier: The Heart of Artistic Exploration
Every Reggio Emilia school has a dedicated art studio, known as the Atelier.
✔ The Atelier is filled with materials that promote creativity, including clay, painting supplies, sculpture materials, and textiles.
✔ The Atelierista, a graphic arts expert, helps plan projects and supports children’s artistic expression.
✔ Through art, children explore and express their ideas in unique ways (Thornton & Brunton, 2009).
Art studios in Reggio Emilia schools feature:
✔ A wide variety of art supplies, including colored pencils, pastels, inks, wood, and metal
✔ Art tools made from natural materials
✔ Hands-on activities that allow children to discover, experiment, and expand their learning process (Thornton & Brunton, 2009)
Bennett (2001) highlights that Reggio Emilia school exteriors are equally captivating.
✔ Outdoor environments feature wooden play structures, amphitheaters, climbing hills, water play areas, and gazebos (cited in Aslan, 2005).
✔ Children take responsibility for the plants they grow, fostering a closer connection to nature (Sturloni, 2008).
✔ School gardens include sand areas, grassy fields, and small animal shelters, promoting hands-on exploration (Thornton & Brunton, 2009).
Reggio Emilia: A Dynamic, Aesthetic, and Interactive Learning Space
The Reggio Emilia Approach creates dynamic, aesthetically rich, and interactive learning environments that nurture children's imagination, social skills, and exploration processes.
