In the paper titled “Children and Place: The Author Interpret Reggio Emilia’s Environment as a Third Teacher Reflection, argumentation that is revolutionary with regards to the function of the classroom environment. Indicate that the environment should not be viewed as simply a setting but should be engaged participatory right from the initial learning as a distinct actor in that process. The intent was to use that word as a reminder that the environment has a job to do in convergence with the educator and the child. Therefore, the term “third teacher” was coined to specify their situation. Through this method, teachers get an enduring concept of the environment, which not only corresponds with them deeply but also involves the whole undertaking of how the environment influences an individual’s learning and development.
The definitive discovery of the power of the environment to impact learning experiences, which is the effect of environmental perception, is the most enormous insight that could be derived from this technique. This is just but one of the more important things one can observe as a result of this experience. It is easy to conceive the environment as a catalyzing principle that, with specific goals in mind, steers curiosity and engagement. This can be the case when the environment is made to turn into a new novel place. However, as shown by (Strong-Wilson & Ellis, 2007), schools can be altered using technology to enable them to function like interactive environments that call for each student to take up a role. For instance, artifacts such as documentary videos, transparent containers, and provocative prompts may be utilized for this purpose.
Furthermore, this model highlights the preference of checking out and listening carefully to the perspectives and views of children throughout the full of their education. By acknowledging that the kids absorb information through the non-planned practices they would engage in the environment that surrounds them, educators will be able to take an approach that will allow them to teach using the approach that is child-centered. In times when youth agency and autonomy are sought, they become very active learners; this will ensure that every child has the chance to pursue their learning journey (Rasmussen, 2004).
When it comes to the course of events relating to the building of community and the augmentation of social-emotional development, it is crucial to make an “all connection in the classroom” at the center of the classroom. Collaboration, reciprocity, and utilizing the natural world in a unique learning environment all contribute to the creation of an environment that develops deep relationships between students through their interactions over time. With deliberate planning of our surroundings, we can elevate the chance of social interactions constantly and thereby guarantee a rounded development (Fraser, 2000).
The remark that the position of the environment as a third teacher revolves around more than simply the physical classroom where learning occurs becomes obvious. Besides various factors, the complexity of the issue of children’s educational experiences construction is also necessary to mention. The elements of such digital worlds include community centers, outdoor playgrounds, and ecological settings. It is paramount for educators to pay careful attention to the impact that different kinds of conditions exert on the development and well-being of children at school. Sustaining a Healthy and Positive Learning Environment is described as an integrative component of the educational ecosystem for this reason.
In short, the notion that the environment serves the role of the third teacher, you had to correct the long-held position that the locus of learning is dominated by teachers (and fellow learners) in the process. When educators allocate the environment to a critical stakeholder role, they can then not limit education to a passive process but actively design learning environments that nurture the children’s natural curiosity, facilitate their constructive exploration, and support their social and emotional development. Moreover, the children’s ability to make decisions through these environments can also be developed. With the ability to enhance the educational experiences of young pupils, early learning programs can also help ensure academic success if they are carried out purposefully. It is true whether the community adopts this method. This is to the community case if it adopts the method.
References
Fraser, S. (2000). Authentic childhood: Experiencing Reggio Emilia in the classroom. Canada.
Rasmussen, K. (2004). Places for children – Children’s places. Childhood, 11(2), 155-173. https://doi.org/10.1177/0907568204043053
Strong-Wilson, T., & Ellis, J. (2007). Children and place: Reggio Emilia’s environment as the third teacher. Theory Into Practice, 46(1), 40-47. https://doi.org/10.1080/00405840709336547
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