Children and Place: Reggio Emilia's Environment As Third Teacher

Strong‐Wilson, Teresa; Ellis, Julia

doi:10.1080/00405840709336547

Cited by 129 publications

(54 citation statements)

References 7 publications

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“…(RE3 & RE4) Finally, Mitchell (2009) considers how they can integrate technology programs inspired by the Reggio Emilia Approach, as for him "Reggio Emilia, Italy, and other centres around the globe inspired by the Reggio Emilia approach, offer many ideas for how to incorporate the use of technology. " (p. 38) Regarding the role of the environment as the third teacher, it is important to take care of the aesthetic environment, the space flexibility, the transparency of objects, the materials used in the classroom are aspects that favour this third role of the environment as a teacher, as used so often in Reggio Emilia (Tarr, 2001;Strong-Wilson & Ellis, 2007) (RE1). Moreover, Reggio Emilia promotes the capability to generate knowledge of students through flexible long-term projects that includes educational strategies as games and discussions between themselves or between the student and teachers, as these can be helpful to refute or to validate ideas (Fraser, 2007;Kim & Darling, 2009).…”

Section: Discussionmentioning

confidence: 99%

Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

Santín

Torruella

2017

J. New Approaches Educ. Res.

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We seem to have a problem in arts education at pre-school level: the lack of specific training for teachers teaching this subject to very young children. The future preschool teachers' training seems to be focused on the teaching and learning aspects of artistic education however they receive little training on methodologies and philosophies. Therefore, when teachers have to face the classroom, the methodologies they use are usually quite traditional and do not favour the development of critical thinking skills in the students. There are different philosophies of arts education that might embed opportunities for reflection, art interpretation, experimentation, expression of emotions and feelings that if, in the case these philosophies, reach the classroom, may doubtlessly enrich the student's artistic training. Thus a conceptual framework based on one of these philosophies, named Reggio Emilia, arises. A systematic review of the literature which has been developed by categorising criteria from research papers and from examples of good practices. This categorisation might allow us to establish a framework that can be useful in the classrooms and can establish parameters of action that may have an impact on students, teachers and teachers' practice in general.

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Section: Discussionmentioning

confidence: 99%

Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

Santín

Torruella

2017

J. New Approaches Educ. Res.

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“…Fraser and Wien (2001) identified eight key principles for creating meaning through the use of space: aesthetics, transparency, active promotion of learning, flexibility, collaborational processes, reciprocity, bringing the outdoors in, and relationships (Strong-Wilson & Ellis, 2007). By implementing these principles the environment becomes the third educator.…”

Section: Mediational Opportunitiesmentioning

confidence: 99%

“…Thus, this perspective considers social elements and experiences provided by the environment as a "living" educator. Hence, out-of-school education brings new life to interactions for learning (Strong-Wilson & Ellis, 2007). …”

Section: Mediational Opportunitiesmentioning

confidence: 99%

Out of school opportunities for science and mathematics learning: Environment as the third educator

Cabello

Savec

2018

LUMAT

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Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-ofschool learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator.

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“…Additionally, libraries can create opportunities for those in differing "disciplinary, social, political, or economic circles" to interact, either on a one-time or regular basis (p. 65). Strong-Wilson & Ellis (2007) also recognize the role of 'place' as a source of meaning, belonging, and identity (p. 43). Libraries serve as a necessary gathering place and safe haven, physically and intellectually, as well as a neutral, academic-focused, "third space," separate from users' homes and classrooms.…”

Section: Introductionmentioning

confidence: 99%

Incrementally Building Community and User Engagement in the UC San Diego Library

Goodson

2015

Advances in Library and Information Science

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Children and Place: Reggio Emilia's Environment As Third Teacher

Cited by 129 publications

References 7 publications

Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood

Out of school opportunities for science and mathematics learning: Environment as the third educator

Incrementally Building Community and User Engagement in the UC San Diego Library

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