Environment as the third teacher: the philosophy of Reggio Emilia in the context of contemporary preschool pedagogy

Abstract

The article presents a comprehensive analysis of the philosophical foundations of the Reggio Emilia approach, which emerged in post-war Italy as an alternative to traditional education models. It reveals the concept of the environment as the 'third teacher,' which is the leading idea of this pedagogy. The pedagogical legacy of Loris Malaguzzi, who viewed the child as a competent, strong, active personality capable of self-knowledge, creativity, and co-creation with others, is traced. It is shown that the Reggio Emilia philosophy centers on the partnership between the child, educator, and parents, and the educator acts not as a bearer of ready-made knowledge, but as a mentor, observer, and researcher of child development. An important component of the approach is the documentation of children's ideas, which functions as a shared understanding of the learning process, a means of communication with the family, and a tool for the educator's professional reflection. The article specifically highlights the role of the environment, which in Reggio Emilia is treated as a living organism and a carrier of pedagogical values. Three dimensions are identified: material (architectural organization of space, accessibility and aesthetics of materials, creation of ateliers), symbolic (the environment as a language of communication that expresses 'a hundred languages of the child'), and cultural-value (space as a manifestation of humanistic philosophy, trust, and cooperation). The possibilities of adapting the Reggio Emilia philosophy in the Ukrainian context are analyzed. It is shown that despite the lack of systematic implementation, individual preschool institutions are already integrating its elements: creating creative workshops, mini-ateliers, applying project-based learning, and documenting children's ideas. Zoning of the group space promotes children's independence, the development of social and communication skills, and partnership with parents deepens interaction and shared responsibility for the educational process. In primary school, Reggio Emilia principles are implemented through integrated learning, group work, and the transformation of the classroom into an open research space that stimulates critical thinking and creativity in students.