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The Environment as the Third Teacher

Presenter: Fiona Zinn

Date: Saturday 2 November 2024

Time: 9.00am - 3.30pm


Category: Workshop

Workshop includes:

  • morning tea and lunch


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Register for this event:

Details Price Qty
REAIE Membershow details + $385.00 AUD  
Non-Membershow details + $450.00 AUD  
Studentshow details + $220.00 AUD  

Program Description

The Environment as the Third Teacher explores spaces, places and relations that enable rich pedagogy and practices.

This full day workshop includes:

  • Big picture considerations – exploring the role of theories, principles and images, to provide a foundation for the exploration of environments in early childhood contexts.
  • Designs and dimensions of environments – examining architectural principles and case studies in local Australian contexts to provoke thinking and open possibilities.
  • Applications – to enable participants to make connections between theories, principles and practice to put in place possibilities (and consider missed opportunities) within educators’ own contexts.

An understanding of the Reggio Emilia principles and practice is required in order to fully participate in this workshop.

About the Presenter:

Fiona Zinn is an accomplished education consultant, leader, and researcher in the field of early childhood and primary education. She works with educators in Australia and internationally to develop a “shared pedagogy” that emphasises agency, creativity, and inquiry-based learning in response to contemporary research.

Fiona is a National Committee member of the Reggio Emilia Australia Information Exchange, a former sessional lecturer at Melbourne University’s Graduate School of Education and has served as a principal early years consultant to the Tasmanian Department of Education.

Currently in a leadership role at The Friends’ School in Hobart, Fiona is enjoying renovating pedagogy with educational teams locally while continuing to develop and provide professional development for teachers in International Schools.

Fiona’s academic research upholds a rhizomatic concept-as-method approach, creating innovative thinking tools for teachers to further their spatial literacy skills and recognise their learning environments as the ‘third teacher’.