Môi trường là “người giáo viên thứ ba” trong cách tiếp cận Reggio Emilia: Nguyên lí giáo dục, vai trò và tiêu chí thiết kế

Tóm tắt

In the context of early childhood education increasingly shifting toward holistic development and the recognition of children as active, creative learners, the Reggio Emilia approach has gained attention as a progressive, humanistic, and practice-oriented educational philosophy. This article focuses on an in-depth analysis of the principle of “The Environment as the Third Teacher” one of the core pillars of the Reggio Emilia approach, alongside other foundational concepts such as the image of the child, the hundred languages of children, pedagogical documentation, project-based learning, and the roles of family and community. Based on a synthesis of theoretical foundations, the study proposes eight key criteria for designing educational environments: aesthetics, collaboration, interdisciplinarity, active learning, transparency, flexibility, reciprocity, and narration. These criteria must be applied in an integrated and coherent manner for the environment to truly serve as a dynamic agent that supports and enriches children’s learning and holistic development.