2018
DOI: 10.18357/jcs.v42i4.18100
|View full text |Cite
|
Sign up to set email alerts
|

Children’s Views of the Learning Environment: A Study Exploring the Reggio Emilia Principle of the Environment as the Third Teacher

Abstract: This research study explored the concept ofthe environment as the third teacher and howkindergarten children in a school inspired byReggio Emilia viewed their classroom as a spaceto help them learn. A qualitative analysis ofthe research data reveals that children perceivetheir environment as a space that contributesto their learning and acts as a third teacher inthe classroom. In summary, the children in thisstudy described the specific ways they were ableto learn with the materials located within thecentres o… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
2
1

Citation Types

1
11
0
3

Year Published

2020
2020
2024
2024

Publication Types

Select...
7
1

Relationship

0
8

Authors

Journals

citations
Cited by 15 publications
(15 citation statements)
references
References 23 publications
1
11
0
3
Order By: Relevance
“…The philosophies surrounding the concepts of the communication of knowledge, the impact of the environment and the making of artifacts can also be seen in previous and current research (Edwards et al, 2012). This research study confirms similar investigations conducted by researchers adhering to the Reggio Emilia philosophy of learning (Biermeier, 2015;Schroeder-Yu, 2008& Robson & Mastrangelo, 2017. The Reggio Emilia principle stresses the environment as the third teacher, after the teacher himself/herself and peers (Robson & Mastrangelo, 2017).…”
Section: Synthesis and Interpretationssupporting
confidence: 89%
See 1 more Smart Citation
“…The philosophies surrounding the concepts of the communication of knowledge, the impact of the environment and the making of artifacts can also be seen in previous and current research (Edwards et al, 2012). This research study confirms similar investigations conducted by researchers adhering to the Reggio Emilia philosophy of learning (Biermeier, 2015;Schroeder-Yu, 2008& Robson & Mastrangelo, 2017. The Reggio Emilia principle stresses the environment as the third teacher, after the teacher himself/herself and peers (Robson & Mastrangelo, 2017).…”
Section: Synthesis and Interpretationssupporting
confidence: 89%
“…Though much of the research focusing in the Reggio approach is targeted to preschool age children, there appears to be more public schools using elements of this approach (Robson & Mastrangelo, 2017).…”
Section: Synthesis and Interpretationsmentioning
confidence: 99%
“…En la filosofia regianna el docente observa, indaga, cuestiona, prepara oportunidades de aprendizaje y documenta las experiencias de los niños; mientras el espacio es considerado como el tercer maestro, que estimula a los niños con las provocaciones para llevarlo a realizar sus exploraciones (Camino, 2019). Para que un espacio sea considerado como tercer maestro dentro del enfoque de Reggio debe haber invitaciones para el aprendizaje que logren el interés del estudiante mediante las provocaciones que sorprenden y activan la curiosidad natural del niño llevándolo a la discusión y al aprendizaje (Robson, & Mastrangelo, 2017).…”
Section: Provocacionesunclassified
“…Por tal razón se deduce que, para resaltar el protagonismo del niño en su aprendizaje, se necesita de una adecuada mediación y la utilización de provocaciones, para Turner y Wilson citados por (Robson, & Mastrangelo, 2017), una provocación es el momento en el que el docente presenta un elemento nuevo, que ha sido elegido para incitar a los niños a investigar, estos elementos pueden ser variaciones de experiencias, nuevos materiales o preguntas, integradas por el maestro o el estudiante. Entonces las provocaciones son invitaciones o sugerencias que se pueden colocar en cualquier parte del aula, de tal forma que la presencia de estos causen asombro e incentiven a los niños a intervenir con su curiosidad innata en los materiales, que son celosamente seleccionados para que los estudiantes generen sus aprendizajes a través de la exploración y descubrimiento, en medio del juego, con la mediacion del adulto .…”
Section: Provocacionesunclassified
“…Article 12 of the United Nations Convention on the Rights of the Child (UNCRC, 1989) states that all children have the right to express their views in regard to matters that affect them and that those views are to be taken seriously when making future decisions (United Nations Human Rights Council, 2014). Listening to children's views can alert educators to consider important ideas for supporting their learning (Bland & Sharma-Bryer, 2012;Cheeseman & Michels, 2013;Flutter & Rudduck, 2004;Kangas, 2010;Quaglia & Fox, 2018;Robson & Mastrangelo, 2017). Flutter and Ruddick (2004) articulate that a key benefit of eliciting and acting upon student voice is that it can change educators' perceptions of pupils and the pupil role while also conveying a crucial message to children that they can act to influence their immediate world and eventually their wider world.…”
Section: Introductionmentioning
confidence: 99%