The purpose of this study was to provide information about the role of learning environment in supporting children’s growth and development in Reggio Emilia daycare. Our goal was also to describe kindergarten teachers’ experiences of Reggio Emilia learning environment.

The theoretical framework of our study consisted of knowledge of the role of the learning environment of early childhood education in supporting children’s growth and development. We examined this in the context of child-centeredness, Reggio Emilia pedagogy, learning and learning environment.

Our thesis was qualitative case study. We collected the data through theme-based interviews by interviewing three kindergarten teachers working in Reggio Emilia daycare. The material was analyzed using the theory-guided content analysis method.

The results of the study showed that the learning environment of Reggio Emilia daycare supported children’s growth and development through its physical, social, psychological and pedagogical parts. In Reggio Emilia-learning environment children learn by experiential learning and in interaction with other children and adults. The results also considered the role of early childhood educator in planning, creating and improving the learning environment.

The conclusion section describes how child-centeredness, children’s typical ways of operating, supporting and improving child’s self-esteem, pedagogical observation and documentation, play, equipment, materials and the quality and the meaning of the interaction and atmosphere should all be considered in the learning environment. All these support children’s holistic growth and development.