Week 8: Creating Environments

Week 8: Creating Environments

Introduction

Note: During this week, try the following exercise-

If you are not a practicing educator in an early childhood setting,  during this week try to step back and observe the indoor environment with objective, fresh eyes. If you are not currently practicing, think about an early learning space you are familiar with. Focus your attention to the way the furniture – table, chairs, cupboards – are set up, the kinds of materials that are available and how is it presented,  what is displayed on the walls, what is the floor made of, are there floor and window coverings?. Sit on one of the small chairs and try to view the space from a child’s point of view. How does this change your impression of the environment?

Now – repeat this exercise in the outdoor space. What materials are present? How are the spaced? Are they accessible for all? Is there an element of nature present?  Is there connectivity between the indoor space and the outdoor space?

The early childhood environment is both the context for learning and a participant in learning. It is a place for active, creative, investigative search for knowledge, understanding, and meaning. The environment is not static it acts back and responds to children’s actions. Children form significant relationships with their environment, which includes people, materials, visuals, symbols, furniture, colors, texture, windows, light, and cultural tools such as language.  Environments have direct relationships with children’s learning, as well as with their cognitive, social, emotional, aesthetic, and physical development.

In ECE theory and practice the environment is given great  significance. Throughout the history of ECE pioneer in the field have given recognition to the role of the environment in the education of young children. For instance, Froebel invented educational toys and activities, Montessori designed child-size furniture, and in Reggio Emilia teachers describe the environment as a “third teacher.” By this they mean that the environment goes far beyond providing a safe and stimulating setting for children’s learning; the environment in Reggio Emilia schools reflects the values and identity of the school and its community.

Creating the environment

Most educational settings for young children in North America have organized the physical space around basic principles and ideas. For example, most preschool and kindergarten spaces are arranged in a way that allows children to choose their activities by placing materials and toys on low accessible shelves. Another principle that supports choice is that the classroom is often divided into different learning centres. The division is done by arranging tables, chairs, carpets, and cupboards (or shelving units) in a way that creates a natural boundary between spaces. Typically, a large floor space is designated for large group activities, such as the morning circle, story reading, and other full class activities.The learning centres that are most commonly found in an early childhood classroom are:  Art centre (includes: an easel, a long table, chairs, and art materials – paints, water colors, clay, pencils, brushes, glue, assorted paper, scissors),  Discovery or Science centre (includes: water and or sand table, classroom pets, natural materials, magnifying glasses, mirrors, scales, variety of measurement tools and equipment),  Dramatic play area (includes: child-sized furniture, dress-up clothes, dolls and accessories, cooking utensils, hats, mirrors, music and dance props),  Blocks and manipulative area (includes: many size blocks, models of peoples and animals, puzzles, stringing beads, vehicles, board games),  Language centre (includes: books, dictionaries, writing materials, flannel board, language games, tape recorder),  Outdoor space (includes: large building toys, balls, sand and water toys, workbench, climbing equipment).

Contemporary thought in ECE has challenged early childhood educators to go beyond the traditional thinking about learning centres as described above. Rather than creating teacher-based (often with adult’s goal in mind) learning centres, educators are challenged to think how centres in the classroom can become a response to children’s inquiry and curiosity. In an article that you are asked to read this week, Pat Tarr challenges educators to rethink the use of children’s art display on the classroom walls. Tarr asks educators to think beyond the idea of ‘decorating’ the walls to using the walls as a place to express educational concepts and values.

In this module, through a series of videos (see below) and the weekly assigned readings, we will consider the early learning environment through the pedagogical principles of welcoming, creating invitations for learning, collaboration, communication, and beauty.

Visit the follwoing web resource   and watch the short videos titled:

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Welcoming Environments that creating a sense of belonging

How can educators create and maintain an environment that sends a welcoming message to children and their families; one that gives a sense of community and tells children “You belong here.” Does the environment express a sense care? Does it give value to children’s expressions and creations? Is the environment inclusive? Do children have a personal space with their photo and/or name on it? (i.e. a cubby, a special box, an individual binder). Is children’s work displayed on the walls respectfully? Is there documentation of the life in the classroom on the walls? (i.e. images and a narrative that describes the process of the learning). How are families represented in the classroom? (i.e. a panel with a family story from each child). How does this environment reflect the unique group of children, their families, and their community? What is the identity of this particular class that is different from all other groups who used the same space but gave it a different meaning?

Environments that support creativity and inquiry:

Invitations for learning

Does the environment send a message that creativity and inquiry are welcomed and expected? Does the environment allow for choice and accessibility to a variety of materials and learning tools? (i.e. materials are displayed on low shelves, educators add and renew materials periodically to invoke exploration and inquiry). Do materials provoke curiosity, awaken imagination, and trigger thinking? (i.e. a variety of open-ended materials that invite different ways of responding such as constructing, taking apart, moulding, sculpting). Are there tools available for children to represent their knowledge and understanding? (i.e. pens, pencils, paint, paper, markers, clay, scissors, glue, notebooks). Is inquiry supported? Are there spaces for active exploration and investigation of materials and ideas? Is there a wide collection of information and fiction books? Are there opportunities to ask questions and to pursue different ways of answering them?

Environments that sustain

communication, participation, collaboration, and relationships

Do children have opportunities to discuss and communicate in large and small groups? Do children participate in making decisions about their space? How? Are interactions and conversations encouraged? Is collaborative play fostered? Is the teacher available for conversations with children and parents? Are there quiet spaces where children can work independently? What messages does the environment give about the school?

Environments that embrace and inspire beauty

Maria Montessori believed that children’s environments should aspire to be aesthetically appealing. She designed beautiful materials and furniture for her children’s centre. Montessori and others maintained that by creating these beautiful and amiable environments for children we express that we value children and childhood. Beautiful environments can be created in many ways. For example, by letting nature in through natural light, arrangement of flowers and plants, and availability of natural materials (i.e. rocks, pine cones, shells, twigs, leaves, etc.). In beautiful environments special attention is given to art materials and to the display of children’s art.

Readings

· Friedman, S. (2005). Environments that inspire.  YC Young Children, 60(3), 48-55. (Library Course Reserves) Please find attached pdf

· Tarr, P. (2004). Consider the walls.  YC Young Children, 59(3), 88-92. (Library Course Reserves) Please find attached pdf

· Wien, C., Coates, A., Keating, B., & Bigelow, B. (2005). Designing the environment to build connection to place.  YC Young Children, 60(3), 16-24. (Library Course Reserves) Please find attached pdf

Discussion Question

After watching the videos and reading the articles assigned for this week think about what inspiration you can draw from the stories and images provided. Was there a particular idea that inspired you and that you would like to try out one day? What elements might you need to consider when creating an environment to support engagement and sense of belonging that values all children, families, and educators? What messages about the educational values of the setting do you wish your environment to convey to the public?