This project was guided by not only the Reggio Emilia approach, but also by sociocultural theories of learning, which acknowledge the influence of an individuals' surroundings on their development. Through my exploration of current academic literature, I was able to gain a deeper understanding of ways I can harness the environment to positively impact my students' literacy experiences in the classroom.

 

In my own classroom, I carried out two 'theory-to-practice' projects to implement what I had learned. In the first project, the store-bought alphabet line I had purchased and displayed was removed from the classroom. It was replaced with a co-constructed alphabet line that was created using environment print collected by the students in my classroom. Through their collaborative efforts, we were able to create a piece of environmental print that had meaning and relevance to their lives.

 

In the second example, I re-thought how materials in my classroom were displayed and presented to students. Using what I had learned about aesthetics and the importance of organized materials, items were carefully examined and sorted. Broken materials were discarded and each item was given careful thought about its importance and use. Clear glass jars were used to display writing materials, which were also sorted by colour for student ease of use. By re-arranging materials and paying attention to their aesthetic qualities, students were able to gain confidence and independence in their literacy pursuits.