The environment as a “third educator”

The Reggio Emilia Approach, an educational project.

Focusing attention on the spaces and environments where educational relations take on life and children’s learning is realised is very recent and has not yet crossed the preschool threshold. It has become something of a catchphrase to say the environment is also an educator. So what are the characteristics, spatial organisations, materials, and “languages” that give quality to spaces and environments in infant-toddler centres and preschools? Using images to illustrate their theoretical theses, teachers and pedagogistas will offer a deeper exploration of this theme.

Series: The Reggio Emilia Approach: first encounters

This webinar is for people seeking to know more about the Reggio Emilia Approach for the first time.Webinar topics:Educational philosophy (Reggio Emilia Approach) DocumentationSpaces Preschool  Infant-toddler centre Spaces, architecture and design

A day in preschool (3-6 years)

The Reggio Emilia Approach, an educational project

What image of children, teachers, and parents is the educational project of Reggio Emilia’s municipal infant-toddler centres and preschools built on?

By documenting a  day in preschool, teachers and pedagogistas will offer a theoretical and practical introduction.

Series: The Reggio Emilia Approach: first encounters

This webinar is for people seeking to know more about the Reggio Emilia Approach for the first time.

100 Languages Month

Introductory webinar in the series The Hundred Languages of children – The culture of the atelier

The idea that from birth all human beings are endowed with a 100 languages is a powerful concept and carryies several implications.

The first is that each child has different ways of entering into contact with the world, exploring it, and knowing it.

The second implication is a loss of dominance on the part of words. All languages have equal dignity, and as Loris Malaguzzi said, all languages are “ways of being and acting, generators of complex imagery and vocabularies, of symbol and of metaphor, organisers of practical and formal logics, promoters of personal and creative styles”.

A third implication is that although the 100 languages are biologically endowed, in order for their creative, conceptual, and expressive potentials to fully develop, they require experience.

Therefore, every child has the right to use all the languages in encountering the world, elaborating their own personal representations and theories, and communicating.

This means our infant-toddler centres and preschools must value the expressivity of all languages, verbal and non-verbal, with equal dignity, together with their communicative and developmental possibilities, and offer daily learning contexts in which every language can develop, reach greater potential, and interact with other languages, without hierarchies or interruptions of flow, so acquiring original and unexpected forms.

In this webinar, starting from reflection on work matured in Reggio Emilia, we would like to offer an organic frame for the more specific investigations in the webinars to follow.


Claudia Giudici, President of Reggio Children

Isabella Meninno, atelierista -Preschool and Infant toddler Centres – Istituzione of Municipality of Reggio Emilia


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