Environment as Teacher
The Reggio Emilia philosophy was developed by Loris Malaguzzi and families in post WWII Reggio Emilia, Italy who wanted a new kind of education for children—one based on democracy, respect, creativity, and relationships.
In Reggio Emilia, there are often said to be three teachers:
The adult teacher – educators, caregivers, and families
The child’s peers – other children who co-construct learning
The environment – the space itself, which teaches through design, materials, beauty, order, and possibilities for exploration
The phrase emphasizes that classrooms and learning spaces are not neutral. The arrangement of light, materials, documentation, accessibility, nature, and aesthetics all influence how children think, feel, relate, and learn.
While the exact phrase “third teacher” became popularized later through educators interpreting Reggio philosophy, the underlying idea comes from Malaguzzi’s belief that environment communicates values and supports children’s hundred languages of expression.
In practice, this means asking:
What does this space invite children to do?
What relationships does it support?
Does it communicate trust, beauty, and belonging?
Can children access materials independently?
Does the environment provoke curiosity?
The Reggio Emilia principle Environment as the Third Teacher reminds us that spaces shape behaviour, learning, and relationships. In schools, this often looks like beautiful classrooms where materials are thoughtfully arranged and children are trusted to explore independently.
At home, this principle can be just as meaningful—just expressed differently.
A classroom may keep clay, paint, mud, and sensory materials available throughout the day. Most homes need more flexibility, shared spaces, and systems that support real family life.
That’s where thoughtful home design matters.
When children can reach their own clothing, see where toys belong, access art materials intentionally, or participate in daily routines through clear systems, the environment begins teaching independence and confidence.
Thoughtful material selection and display can also support richer at-home play. Fewer, open-ended materials presented clearly often lead to deeper, longer engagement than overflowing bins of forgotten toys.
The goal is not a perfect home.
It is a home that supports:
smoother family routines
personal care independence
calmer shared spaces
deeper, extended play
belonging and responsibility
Your home is always teaching. With thoughtful, intentional design, organizing, and intentional toy/material selection, it can teach the things that matter most to your family :).