Creating the third teacher through participatory learning environment design: Reggio Emilia principles support student wellbeing

Abstract

Early childhood educators in the municipal schools of Reggio Emilia (Italy) recognise the potential of the learning environment acting as a 'third teacher' to promote student learning and wellbeing. This chapter presents essential understandings and a new practice framework that draws upon the author's participatory action research findings and Reggio Emilia principles. It suggests an evidence-based model for teachers and students to co-create student-friendly spaces that are conducive to contemporary socially engaged learning.