Gandini, in the book ʻ The Hundred Languages of Children – The Reggio Emilia Approach to Early Childhood Educationʼ (Edwards, C. et al., 1996, p. 148) describes environment as ʻ a space that teachesʻ. My understanding of the word environment has undergone considerable change. During the past 20 years, I have steadily moved from an early, superficial understanding of environment as being about resources, equipment and things seen, to one that recognises the power of things unseen but felt. Gradually moving from a position dominated by the quantity and presentation of resources that relies often on adults for availability, order and control to one that understands the potential and freedom of resources that inhabit a space. My mind is stretched even further as I reflect on the qualities of the space and the power potential that exists within it.

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