Abstract

Educational environments support preschool children aged 5–6 in exploring the world through experience, interaction, and the active construction of knowledge. This study combines a theoretical review of early childhood educational environments and the Reggio Emilia approach with an analysis of current practices at Cau Quan Private Preschool, Vinh Long Province. It proposes three measures: creating an open physical environment, fostering an interactive environment, and maintaining flexibility through observation, documentation, and appropriate adjustment of children’s exploration activities. Preliminary results suggest that the resulting environment provided children with more opportunities to select learning materials independently, conduct experiments, exchange ideas, and present their findings. However, as the study was conducted at a single institution, further research across a broader range of settings is needed to evaluate the applicability and suitability of the proposed measures.

Keywords: Educational environment, open learning environment, preschool children aged 5–6, Reggio Emilia approach, scientific exploration.