Abstract

The Reggio Emilia approach regards the educational environment as the “third teacher” because of its important role in promoting children’s holistic development. Based on an analysis of theoretical literature on educational environment organization and the Reggio Emilia approach, this article proposes measures for organizing educational environments for children aged 5–6. These measures aim to create open, experience- rich learning environments that encourage children to actively explore, create, and collaborate. The findings contribute to strengthening the theoretical foundations of educational environment organization and provide a practical reference for preschool teachers applying the Reggio Emilia approach.

Keywords: Children aged 5–6, educational environment, environmental organization, preschools, Reggio Emilia.