THE THIRD TEACHER Creating indoor and outdoor learning environments

Why is environment important? Information on environments is take from All About the ECERS- R; Cryer, Harmes, and Riley, 2003 and The Hundred Languages of Children: Catalogue of the Exhibit; 1997 and The Intentional Teacher, Ann S. Epstein, 2007  The arrangement of the classroom – placement of interest centers, shelves, and routine areas affects the adults’ ability to supervise the children.  The arrangement of furniture and materials in the room also helps to organize the children’s play.  When children know which materials are accessible, where to use them, and where to put them back when they are done, they are able to participate in more productive play, and gain more independence.

“The first thing the teacher does, even before the children arrive is set up the classroom. Creating this setting should be undertaken with careful consideration of children’s development, curriculum goals, and teaching strategies. The setting must promote not only the child’s learning but also their pleasure in learning and the motivation to pursue it.” ~Ann Epstein Indoor Learning Environments

Intentional Indoor Learning Environments  Offer many different types of interest centers for a variety of learning and play opportunities.  Arrange play spaces so they are protected from unnecessary interruptions so children can engage in activities with more concentration.  Promote independence and caring for the environment through clear organization.  Offer places to play and learn in smaller groups, with a friend, and individually.

A kiddy pool filled with pillows, a nook behind a bookshelf, a box, a tent, a tunnel, a cozy space, under a table, child sized furniture, a small table for one, a beanbag chair… Does the classroom have a place where children can be alone?

A small sofa, a table for two, side by side easels, child sized furniture, writing table, sand and water table… where children can be with one or two friends?

Interest centers: art, blocks, dramatic play, library, writing center, puzzles, fine motor, science & nature, sensory table… where children can be part of a self-selected small group?

Scarves, mirrors, light tables, flashlights, tents, windows, natural objects, things hanging from the ceiling… where children can feel a sense of wonder or magic?

Art work displayed at children’s eye level on walls, photos of the children playing, child-created display, job charts, class books… where children can feel a sense of belonging?

Large wooden blocks, outdoor gross motor play, indoor gross motor play, dramatic play, block area, stairs, lofts… where children can feel a sense of power or strength?

Interest centers equipped with interesting, inspiring, engaging, open ended materials… where children can create: art, music, drama, dance, construction, etc?

Interest centers, library, science table, discovery bottles, windows, birdfeeders, sensory table, sandbox… where children can explore: nature, the world, math and science concepts?

Cozy area, library, water table, easels, writing centers… where children can relax?

Interest centers, bathroom, meal times… where children can experience independence?

Children also need spaces where they can… “We place an enormous value on the role of the environment as a motivating and animating force in creating spaces for relations, options, and emotional and cognitive situations that produce a sense of well-being and security” ~ Loris Malaguzzi  Connect with their families  Take on another person’s role or perspective  Nurture and be nurtured  Feel safe and secure  Be loud  

Think of the outdoors as an extension of your classroom. How can you create intentional experiences for children while playing outdoors? Try to bring indoor activities out – music, dance, art, blocks, dramatic play. Try to create an outdoor space that allows children to express themselves in a variety of ways. Outdoor Learning Environments

Intentional Outdoor Learning Environments  Offer many different types of physical activities and both stationary (climbers, sandboxes, swings, etc) and non-stationary equipment (balls, bikes, cars, etc) for a variety of learning and play opportunities.  Arrange play spaces so they are protected from unnecessary interruptions so children can engage in activities with more concentration.  Promote independence and caring for the environment through clear organization.  Offer places to play and learn in smaller groups, with a friend, and individually.

Sandbox, climbers, wheeled toy area, tents, tables… Spaces where children can be in self-selected small groups

Outdoor easels, blocks, dramatic play props, musical instruments, dance props… Spaces where children can create

Under a tree, on a bench, at a table, on a blanket, kid sized lawn furniture, tents, logs for sitting… Spaces where children can relax, or be with one or two friends

Dirt piles, logs, sandbox, grass, gardens, leaf piles, mulch… Spaces where children can explore

“…It has been said that the environment should act as a kind of aquarium which reflects the ideas, ethics, attitudes, and culture of the people who live in it. This is what we are working toward.” ~ Loris Malaguzzi Thank You