- The following is a piece written for the University of Derby by Linda Thornton
In this time of uncertainty in the field of early education and childcare -over funding issues, impending expansion of the free entitlement and the changing nature of children’s centres amongst other things- we must, as a profession, continue to reflect on our core principles and values. Whatever difficulties we encounter in our working lives our duty now, as always, must be to defend the right of babies and young children to quality provision. One of the ways in which we can do this is to re-visit the influences from at home and abroad which have enriched our early years provision in the UK over the past fifteen to twenty years. The first place I would return to for inspiration is, unsurprisingly, Reggio Emilia in Italy and I would begin by re-assessing the quality of the learning environment I was providing for the children in my care and their families.
We can start by thinking about the many different environments which we encounter on a daily basis; we know which we like and don’t like, which are beautiful and which are ugly and which ones make us feel valued as individuals. We need to stand back and reflect upon the environments which we provide for children and families – do they reflect our philosophy and values, are they comfortable but challenging and creative places, are they user-friendly and respectful, are they beautiful?
The influence of Reggio Emilia
The preschools and infant toddler centres of the city of Reggio Emilia in Northern Italy are renowned internationally for the emphasis they place on creating beautiful environments to support children’s emotional, cognitive and social development. They have a long history of valuing the importance of the environment, of surroundings and of the way spaces are conceptualised and created.
‘It has been said that the environment should act as a kind of aquarium which reflects the ideas, ethics, attitudes and life-style of the people who live in it.’
(Malaguzzi, 1998)
The story of the creation of environments for early childhood in Reggio Emilia goes back to the end of the Second World War. Mothers and fathers living in the small village of Villa Cella on the outskirts of the city sold an army tank, six horses and three trucks left by the German forces in order to build a preschool. They had the idea of a school which would be different from any other, believing that ‘if the children had legitimate rights, then they should also have opportunities to develop their intelligence and to be made ready for the success that would not, and should not, escape them’. (Malaguzzi, 1998)
Central to the Reggio Approach is a powerful image of the child. Children are viewed as strong, competent individuals with their own ideas and theories about the world around them. In Reggio they speak of the ‘challenging’ child, the ‘creative’ child, the child who is connected to others, the child who is an active citizen of the city. The environments of the preschools and infant toddler centres are designed, arranged, equipped and resourced to support this image of children.
Spaces within a preschool or infant-toddler centre
The environments of the preschools and infant toddler centres are first and foremost living spaces which are designed to reflect life in the city of Reggio Emilia. The buildings, inside and out are designed to be inhabited and changed over time, by children with different personalities and interests and diverse cultural and social backgrounds.
Integral to the design and construction of the buildings is an appreciation of the importance of children and adults experiencing the world through all their senses. Children are able to vary the light levels in different areas and are encouraged to be aware of the tactile, acoustic and olfactory properties of the different environments they inhabit. Colours are subtle and are chosen to give a varied landscape, with not too much stimulation. Vibrant colours are reserved for large structural pieces of equipment such as kaleidoscope mirrors, dressing up capsules and shadow theatres. Materials and finishes are carefully selected for their aesthetic, sensorial and functional qualities.
A typical centre for early childhood includes the following arrangement of spaces:
Piazza
The piazza is the central space of the school shared by children, parents and teachers. It is a place for meetings, encounters between children of different ages and the space children and adults pass through on the way to the other rooms in the building. The piazza houses much of the large scale equipment such as the kaleidoscope mirror and dressing up capsule.
Visibility and interconnectedness are concepts which underpin the internal design, linking internal spaces together and connecting the inside with the outside. The atelier, classrooms, dining room and kitchen are physically attached to the piazza and are visible from it.
Atelier
The atelier, located off the piazza, is a place of experimentation and discovery. It epitomises Loris Malaguzzi’s concept of the whole school as an environment for participation, research and creative expression where children and adults learn from, and alongside, one another. In Reggio creativity is regarded as a characteristic way of thinking, making choices and solving problems across all areas of learning.
Artificial light levels can be varied to facilitate the investigation of the interplay of light and shadow through the use of shadow screens and light tables. Reflective surfaces – mirrors on the walls and at right angles to one another – provide unusual viewpoints and prompt reflection, both literal and metaphorical.
Classrooms
The classrooms are arranged off the central piazza and have direct access to the outdoors. They are flexible spaces, equipped with low platform areas for group meetings, light tables, pull down screens and construction areas. Each has a second space, the mini-atelier attached to it, designed to bring creative activity into the day-to-day activities of the children. Wherever possible, a third area exists within the classroom which is often designated by the children as a ‘quiet zone’ with low light levels.
Windows are large and placed to facilitate the child’s view both of the outside world and of the internal spaces in the building. The windows give vistas and interesting glimpses of the outside world from within.
The large documentation panels on the walls, which make the children’s learning processes visible, become part of the fabric of the building, the ‘second skin’. The documentation panels illustrate the children’s current interests and ideas and provide memories and traces of past projects.
Internal courtyard and outdoor spaces
The internal courtyard is a ‘room without a roof’ which provides a bridge between the inside and the outside and heightens awareness of the time of day, the weather and the seasons.
Large scale constructions such as a climbing tower, amphitheatre, outdoor atelier or terraced seating area exist in the grounds of many of the preschools. Children’s awareness of the outdoor world, the weather and the seasons is fostered by the design of the buildings and by projects which encourage children to wonder at the beauty and complexity of their natural environment.
Dining room and kitchen
Reflecting the culture of Italy, these spaces are considered as important as all the other spaces in the school. Mealtimes are opportunities for self-sufficiency, social interaction and friendship in an environment which supports children’s cognitive and emotional development. The kitchen is located next to the dining area and is visible through large windows. Children are encouraged to appreciate the time and care which goes into the preparation of food, a fundamental prerequisite of healthy eating.
The environment as the third teacher
The environments of the infant toddler centres and preschools in Reggio Emilia are constructed as places for children to be, as places where adults learn more about the way children learn and as places where respectful relationships are nurtured. In the centres, where members of staff work in pairs with the children, the environment is regarded as an active player in influencing learning and development – the environment is the third teacher.
As we go about our daily work with young children we can influence the quality of provision by providing the most effective, beautiful learning environment within our means. This takes some creative thought, care, attention to detail and, yes, time to achieve but the rewards will be great.
References
Malaguzzi, L. (1998) History, ideas and basic philosophy in Edwards, C.P. Gandini, L. & Foreman G. ( eds) The Hundred Languages of Children: The Reggio Emila Approach – Advanced Reflections ( 2nd edition) Stamford, CT.
Linda Thornton is the education consultant to Reflections on Learning which sells light panels and boxes, resources and furnishings which reflect the beautiful designs and quality found in Reggio Emilia. www.reflectionsonlearning.co.uk
Linda Thornton and Pat Brunton are the authors of ‘Understanding the Reggio Approach’ and ‘Bringing the Reggio Approach to your early years practice’ published by Routledge.