Environment

The Learning Environment as a

Teaching Tool

CDEV 108

M. Moen

Describe an early school experience. What do you remember most about the classroom environment? How did the environment affect your learning? What was /were your favorite materials and/or experiences when you were a child? How will this information influence your teaching? Do you have that material and/or experience in your classroom?

What is environment?

Environment is anything that surrounds us and exerts an influence over us. It consists of space, furnishings, time and organizing elements.

How we arrange and furnish space sends children messages about how the space should be used.

Almost any space can be arranged to provide an excellent experience for young children.

Intentional

gathering

spaces

We need to create warm,

homelike environments that:

Create a sense of security

Create excitement

Provoke a sense of wonder

Encourage ACTIVE LEARNING!

Reggio documentation panels

are an important part of their

environment

Guidelines for establishing an

aesthetic environment

 Consider the ways in which these elements will enrich the children’s perceptions:  Floor and walls

 Color and texture

 Work surfaces

 Storage items

 Displays

 Art prints

 Art artifacts

 Books

 Nature objects

 Children’s artwork

 Details

Rather than decorating walls with “cutsie”

type of cutouts from the teacher supply store,

consider decorating with items that have

character and make it feel more like “home.”

Be sure your environment

displays photos of the

children.

Using wood (versus plastic) furniture warms the environment.

Be sure to provide a

cubby for each child in

your classroom.

The Learning Environment in

Early Childhood Education

The Learning Environment is a powerful teaching tool

Materials & images used should reflect the children, their families, cultures, and community

Environment should be carefully and specifically designed for early childhood

Space  The space should be a safe, workable, even charming.

Equipment  Refers to the furniture and other large, expensive items such as art easels, climbing

structures, etc.)

Materials  Refers to smaller, less expensive items such as puzzles and books)

Supplies  Supplies are consumables such as paint, paper, glue, tape.

Time  Children need time to explore the environment!

Components of the Learning Environment

Adequate space

Plan enough space for children to move form

one area of the environment to another and

work comfortably.

Younger children need more space than older

ones

Traffic pattern

Think about how the children will move around in the room.

Some questions you might want to ask yourself:

Is there enough room for children to gather around something interesting?

How many children can work in an area at a time

How flexible is the arrangement; can it be rearranged to better suit children’s needs at a moments notice?

Spaces Note the natural elements, the cozy

spaces, how they lowered the

ceiling, added plants, natural

lighting, etc.

Create intentional spaces for

children to relax, both indoors

and outdoors.

Outdoor Infant Spaces

Equipment

tables

shelves

outdoor equipment

Materials

There should be enough material

choices in each area so that children can

be actively engaged.

Rotate the materials on the shelves or else they will lose

their appeal.

Supplies

You will need to purchase supplies

regularly as they are constantly used up.

Examples: beads, clay, paint,

glue, paper, collage materials

How should materials and supplies

be organized?

Notice (in the photo) how

the materials are at the

children’s level so they

can reach them as

desired. They don’t have

to ask the teacher for

help.

Note: Younger children need

more general categories of

organization where as older

children can benefit from more

specific organization. Notice the walls are decorated

with children’s photos and art

projects

Display and storage

Supplies that are freely available to children should be placed at child height and attractively displayed.

When supplies are carefully arranged, children are encouraged to treat them more respectfully.

Closed as well as open storage should be available.

Children should be able to use whatever they can see.

• Learning Centers are areas within a classroom

with a collection of activities and materials.

• These materials are related by subject, purpose,

or projected skills.

• These activities and materials are used

independently by the children, or with teacher

direction.

• They are an excellent way to meet the varying

needs of young children.

What is a Learning Center?

While this picture

highlights circle/rug

time, notice how

the room is divided

into various

learning centers.

This particular center

design is a bit unusual

and interesting.

Be creative when it comes to how you arrange your learning centers.

Notice in this picture how the teacher divided up the room by using

shelving units, plants, hanging string/stick art from the ceiling, etc.

Notice the various centers as well as how the walls

are decorated.

The Importance of Learning Centers

 To encourage discovery and exploration

 To provide multiple techniques and methods to meet different learning styles

 To allow for teaching in small groups or individuals

 To provide positive reinforcement

 To develop a sense of responsibility in the children

 To structure children’s interaction

 To allow children to make decisions

Types of

Learning Centers  Blocks

 Dramatic Play Area

 Manipulative Toys & Games

 Sensory Play

 Woodworking

 Art Area

 Library or Books

 Writing Area

 Discovery Area (math, science, social studies)

 Music

Library or

Book Center

Manipulatives

The Block Center

This block center project happened over several days. The children

wanted to see how high they could build a skyscraper. They decided

they needed their teacher’s help (and a ladder) so the structure could

reach the ceiling! They followed it up by making drawings of the

skyscraper and dictating stories about it.

Note: The ladder was only there briefly for the teacher’s use.

The Writing Center

The Science Center

The Art Center

Dramatic Play Center

*Be sure the walls are

decorated with posters,

photos, etc.

*Make sure you have

gender neutral items to

explore too.

These walls could use some

photos, etc.

Be sure to change the

items in the dramatic play

center regularly.

Grocery store play

Time… What does that look like?

Be sure to give children enough time to

explore materials. Creativity requires time.

Children will only build the same basic block

structures if they are only given 15 minutes

to play with them. If they are given longer

periods of time, or allowed to continue to

work on the project for several days, they

will create more complex structures.

Should your environment include

the Television and/or Videos?

No TV for children under two

TV for preschoolers should be limited

Excessive TV for preschoolers linked to

Attention Deficit Disorder

Never have TV in Infant & Toddler Programs and

rarely in Preschool Programs

K-Primary TV use – careful & limited

Outdoor Environments

Should Contain:

Transition Space

Active Play Zone

Natural Elements

Manipulative & Creative Area

Space to Dream, Think, Relax

Challenges

Outdoor Wood Working Center (with supervision!)

Ask yourself these questions:

What values to we want to communicate through

your learning environment?

How do we want children to experience their

time in the program?

How are we demonstrating that we respect and

treasure childhood?