Teachers travel to Reggio Emilia, Italy: Alida Burry

Alida Burry, 2A Teacher

Going to visit the schools in Reggio Emilia was such an incredible, rich, and immersive experience. We ate amazing food, attended mind-expanding lectures, visited the most beautiful and harmonious schools and spaces, and met educators from all over the world. It was energizing to be in a place where education feels so deeply valued. I was especially inspired by the focus on the learning environment that I saw in each of the schools we visited. In Reggio Emilia schools, the environment is considered the “third teacher,” reflecting the belief that physical spaces profoundly shape how children learn, explore, and collaborate. Classrooms and common areas are carefully designed to be inviting and intentional. When we entered a school, the lights were warm and welcoming, children’s artwork filled the walls, soft music sometimes played in the background, and food simmered on the stove. This is one of the reasons the school cook or chef is considered part of the teaching team—they work with the language of food. From the moment you step inside, all five senses are engaged.

The spaces themselves are flexible and filled with natural light, open-ended materials, and opportunities for inquiry. They are thoughtfully arranged to encourage meaningful interactions— with peers, adults, and the environment itself—while supporting creativity, independence, and a strong sense of belonging. Nothing feels accidental; every detail communicates respect for children and their capabilities.

The school I visited, Pablo Neruda Preschool, was a large three-story home serving about 40 children. It had a spacious yard and an attic with skylights that housed the atelier. Throughout the building there was a fluidity of movement—children could move freely between indoors and outdoors, cook in the kitchen, gather to eat together, work with clay, explore art, or engage in movement. The space allowed for both freedom and intention.

Each school also included a “piazza,” a central gathering space that symbolizes community, connection, and shared learning. The piazza invites children, families, and educators to come together, fostering social interaction and a deep sense of belonging. I was also struck by their attention to thresholds and so-called “passive” spaces. Educators brought playfulness and purpose to traditionally utilitarian parts of the building. In one school, there was a doll corner in the bathroom; in another, a foosball table. Stairways were lined with baskets of books and toys, with areas for art and music woven throughout. Every corner of the building felt alive with possibility.

Experiencing these schools challenged me to think more intentionally about how our own environments speak to children— what they invite, what they communicate, and how they honor children as capable, creative learners. Ultimately, the experience was not only inspiring, but also a powerful affirmation of the practices and values we hold at All Souls School.