Environment as the Third Teacher

The children in Room 3 have been exploring the beautiful environment that our campus offers. On a nature walk, a child observed some similarities and differences between the Prickly Pear, Saguaro, and Buckhorn Cholla cacti saying, “the thorns are all the same, but the shape isn’t.”

Many children referred to the thorns on the cactus as pokeys, prompting the teachers to ask why the children think cacti need pokeys? When children communicate their theories, they are challenged to articulate their own unique perspectives, as well as consider the point of view of others.

“They don’t want us to touch them because cactus are scared of us. So God put thorns on them, but that doesn’t hurt them.”

“They protect their selves, and they cover them too. Flowers too”

“Maybe the pokeys help the pieces that can’t stick to the cactus.”

Children use View Finders to concentrate in on the details of the thorns. Digital cameras were also used as a resource for children to explore distinguishing features of cacti by photographing, themselves, parts of the cactus to focus in on.

“Whoa, check this out guys! I can see where they connected!”

Ms. Melanie, our Atelierista, set out chalk pastels near the beautiful desert greenery in our Memorial Garden for the children to explore.

 “It is still daytime but there is a pretty pink and purple sky. The grass is pretty green. The wind swirled in the sky”

“I’m drawing grass. The white underneath is the worms. They help the garden.”

The Reggio Emilia approach to education celebrates the role of the environment as the “third teacher.” The possibilities are truly endless when children are given rich environments and quality materials to represent their thinking and deepen their understanding of the world around them. We look forward to sharing more of the children’s ongoing investigations of our desert context in our Art Walk next month!