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The Reggio Emilia Approach was created in the post-WWII period at the initiative of widowed mothers and under the coordination of journalist and educator Loris Malaguzzi. In a time of postwar urban reconstruction, the group's primary concern was the formation of new schools, where they wanted to create a peaceful, welcoming, and cheerful environment, with a domestic atmosphere where children could stay while their mothers worked. Understanding the children's interests and providing a suitable environment for exploration and experimentation is one of the focal points of this pedagogy. The creation of a safe and stimulating environment is so fundamental that, in much literature, it appears as a third teacher.

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It is unquestionable that environments directly influence the behavior and emotions of their users. Human beings spend approximately 90% of their lives indoors, making it imperative that the spaces we inhabit stimulate positive behavior and emotions, or at least don't influence us negatively. There exists a specific term describing the stimuli that the brain receives from its environment: neuroarchitecture. Several studies have been published on this topic, most focusing on its impact on work environments. This article approaches this concept through a different, yet essential lens: emphasizing its importance in the design of spaces for children in early childhood.

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