Contexts and technologies in learning processes
“Education is made of complex interactions, many of which take place only if the environment is involved.” — Loris Malaguzzi
In the educational experience of Reggio Emilia the encounter between pedagogy and architecture has supported the design and creation of environments and spaces conceived as educational interlocutors, offering children and adults experiences of play, discovery, and research.
The contemporary era, the so-called “digital age”, requires to propose contexts in which children, young people and adults can relate to technological tools in a complex way in order to share research hypotheses, elaborations, common constructions and create an environment in which important relational, cognitive and emotional processes can be generated, which change the conceptualization and organization of the spaces.
Digital technologies, if developed and used wisely and consciously, can give a major contribution to expanding the learning opportunities of children, adults, and communities.
New learning landscapes
Three new quality educational contexts have emerged from outdoor, passing through or underused spaces at the Galileo Galilei middle school and at the Marco Polo primary school in Reggio Emilia.
Cluster – Educating City
The Cluster research project investigates how digital technologies can support the learning of children aged 3-12 years in the daily school teaching.
The project FARE SCUOLA promotes change in schools by redesigning the spaces intended as learning and relational places. Since 2015, 90 pre-schools and primary schools (children aged 3-11 years old) have been involved to offer new learning opportunities and new ways of doing and thinking about school.
F.A.R.E. – Verso un’architettura dell'educazione
F.A.R.E. – Verso un’architettura dell'educazione is a research project that aims to enhance the labs dedicated to the educational activities of the MAXXI Museum in Rome. F.A.R.E. explores the relationships between education, art, and architecture and the spaces intended as learning contexts.