This research study explored the concept of the environment as the third teacher and how kindergarten children in a school inspired by Reggio Emilia viewed their classroom as a space to help them learn. A qualitative analysis of the research data reveals that children perceive their environment as a space that contributes to their learning and acts as a third teacher in the classroom. In summary, the children in this study described the specific ways they were able to learn with the materials located within the centres of their classroom, the ways they engaged in imaginative or pretend play, making real-life connections and communicating with peers, and the learning that developed through exploration of the documentation on the classroom walls.

中文翻译：

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儿童对学习环境的看法：作为第三位教师的环境雷焦艾米利亚原则的研究

这项研究探讨了环境作为第三位老师的概念，以及受雷焦艾米利亚启发的学校的幼儿园儿童如何将课堂视为帮助他们学习的空间。对研究数据的定性分析表明，孩子们将他们的环境视为一个有助于他们学习的空间，并在课堂上充当第三位老师。总之，本研究中的儿童描述了他们能够使用位于课堂中心的材料进行学习的具体方式、他们进行想象或假装游戏、建立现实生活联系和与同龄人交流的方式，以及通过探索教室墙壁上的文件而开发的学习。