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among the teachers and with the children (Gandini & Goldhaber, 2001). It encourages the
voices of children, parents and teachers. It is a curriculum that is accountable for learning
in an authentic, emergent way.
Environment as the third teacher.
In the Reggio Emilia preschools, the use of space encourages encounters,
communication, and relationships (Gandini, 2004). Such care is taken in the preparation
of the environment that according to the educators, it acts as a third teacher (Fraser,
2000). There is an underlying order and beauty in the design and organization (Lewin,
1995). Every corner of every room has an identity and purpose, is rich in potential to
engage and to communicate, and is valued and cared for by children and adults (Cadwell,
2003).
The attention to detail is everywhere, from the colour of the walls, the shape of
the furniture, and the arrangements of simple objects on shelves and tables. Lights,
plants, and mirrors are used to help provide a pleasurable atmosphere while offering
possibilities for reflection and exploration. The environment is not just beautiful, it is also
highly personal. It is filled with the essence of the children. Everywhere there are
paintings, drawings, sculpture, wire construction, transparent collages colouring the light,
and gently-moving overhead mobiles. The work and reflections of the children, their
photographs, and the documentation of the experiences fill all remaining spaces (Gandini,
2002).
When visiting the Reggio Emilia schools, photographs are forbidden not only to
protect children, but to reinforce the concept of an approach rather than a model. Visitors
should not try to replicate everything they see but should allow the images to inspire their