Abstract
This article aims to discuss the concept of Educational Environment in kindergarten, based on historical and cultural perspective, addressing its relational and procedural dimension. We are interested in thinking about the space / environment, especially as an educational process and not as an external factor to the actions of individuals (children and educators / teachers). For this, we dialogue with Vygotsky and Wallon, who consider the environment a highly related to child development element, as it varies depending on the age of affective states and motivations of individuals. The concept of experience enables us to understand the environment as an element produced in relation to each individual by their interpretation and perception. We address some studies of environmental psychology on the relationship between the physical aspects of the environment and child development to think about the organization of children's institutional spaces. We have included some contributions from the Italian city of Reggio Emilia on the spatial organization of experiences for children.
Keywords:
early childhood education; school psychology; environmental psychology