Comments (4)

  1.' robyn burgess says:

    Yes, I agree with you about elevating our personal working/learning environment. Why leave it to the Overseas Experience to visit 'beautiful and wonderously constructed spaces'?

    Remember, we(the teachers) are part of the dynamics of a school as well and I certainly want to live (yes, it's part of my real life, work) in a gloriously creative environment as well. Awe and joy are integral in our lives and how we make our world (not just our homes) affects how creative and contributory we can be in our world, both now in the immediate present, and for the children in their future lives. Bring on a 'Hunderwasser' type school environment throughout our land! Coming into the classroom/playground should be a 'wonderland' experience every day.

  2. […] “In order to act as an educator for the child, the environment has to be flexible: It must undergo frequent modification by the children and the teachers in order to remain up to date and responsive to their need to be protagonists in constructing their knowledge. All the things that surround people in the school and which they can use — the objects, the materials, and the structures — are not seen as passive elements, but on the contrary, are seen as elements that condition and are conditioned by the actions of the children and adults who are active in it.” (Edwards, Gandini, and Foreman, 1998, p.177) […]

  3. […] of the Reggio Emilia’s preschools, was the first to recognize that the environment is the “Third Teacher“. Students often are influenced by what they see, hear, smell and feel, and more and more in […]

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