8 Chapter 8: Early Learning Environments

Chapter 8: Early Leanring Environments

About the author

Additional content by Gayle Julian

Chapter 8:  Early Learning Environments

Authored by Sharene Leek, Reviewed by Gayle Julian

Image 8.1 ECEAP program block center Photo by S.Leek is licensed under CC by 1.0

This chapter aligns with student learning outcome (SLO) # 2:  describe the role of play in early childhood programs and SLO #6:  describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.

Key points from this chapter:

• Understanding how teachers must manage space, materials and time in an early learning environment both indoors and outdoors.
• Understanding and defining the characteristics of activity zones in both indoor and outdoor environments.
• Taking a closer look into the impact materials chosen, have in an early learning environment including suggestions on how to use “loose parts”.
• How minor additions can impact the environment in positive ways.
• Addressing accessibility in the outdoor learning space.

Terminology found throughout this chapter:  in addition to terms found in the preface to the text, this chapter introduces terminology including:

Environment:  the totality of surroundings in which something exists or lives.

Activity Zone:  A defined space with a topic of interest like blocks, art, and dramatic play. Also known as learning centers or interest areas.

Aesthetics:  creating an attractive or pleasing place in appearance.

Boundaries:  the physical separations between activity zones.  Can use furniture, shelves or other dividers as boundaries.

Licensing: A set of rules, and regulation that are in place to ensure safe and healthy learning spaces for young children.  Licensing is overseen by the Washington State Department of Children, Youth, and Families Licensing Division.

Loose parts:  open-ended play materials that children can use for construction or art.

Routine:  activities that occur every day in a pattern such as snack, lunch, restrooms time, outdoor free play and nap time.

Schedule: the overall big picture of the activities of the day’s events in a classroom or environment.

Transition:  occurs when one activity ends and the next one begins.  Usually involves physical movement from one area of the room to another or indoors to outdoors.

A general definition of an environment is: the totality of surroundings in which something exists or lives (dictionary, nd).  However, Head Start defines the early learning environment as: nurturing spaces that support the development of all young children.  They include classrooms, play spaces, areas for caregiving routines, and outdoor areas.  They are well-organized settings that offer developmentally appropriate lesson plans that include indoor and outdoor chances for play, exploration, and experimentation.  The environment includes age-appropriate equipment, materials, and supplies, and integrates home cultures.  The spaces should be flexible to support the changing ages, interests, and characteristics of a group of children over time (2020).

An early learning environment should include the following and more.

Spaces to:

• Eat and snack
• work/play
• rest
• create
• be alone or with others

An early learning environment consists of both indoor and outdoor spaces that support learning, are developmentally appropriate, and safe for children to explore.  They include places for group learning, break out spaces for small group learning, table groupings to facilitate social learning, and space for children to be alone if they wish.

Environments affect our mood, our ability to form relationships, our effectiveness in work and play, and our health. If a child enters care as an infant, the time ultimately spent in an early learning environment may far exceed the time spent in elementary or secondary school combined (Isbell & Exelby, 2001).  Therefore, the environment is an essential element to a quality early learning program and can have a tremendous influence on children’s development.

Each environment will have a feel and characteristics all its own.  They will reflect the values and philosophy of those that work in it.  Environments must reflect the diversity of the children and families served and offer opportunities for children that are developmentally appropriate and align with professional standards.

The goal of this chapter is not to suggest a cookie cutter approach to environmental design, but rather to raise awareness of the variables that can influence the quality of an environment for young children and allow the reader to dream of their perfect environment.  Yes, there are elements that are better for children, but the design, feel, and identify of the environment should be as unique as those creating it and for those that will learn in it.

Image 8.2  A licensed family child care is licensed under CC by 1.0

Managing Space:  Indoor Learning Environments

The indoor learning environment teachers establish should reflect the teacher’s thoughts about children and how they will learn and play in the environment as well as the reflect the values of the program and the community.  In addition, children should see themselves reflected in the environment.  Do they see pictures of their families, books with children that look like them, places to feel safe and places they can explore and be loud?  The more a child has ownership in the environment, the more they will value and respect the space.  It should be their class/space as much as it is the teacher’s.  This section of the chapter will discuss components of the indoor learning environment.

Jim Greenman (2005) has written that there are nine aspects of a good early childhood learning environment.  They are places:

• to live, where children feel welcomed, competent, and relaxed with a sense of familiarity and order,
• of beauty that engage all of the senses
• that promote strong diverse families
• with spaces for gathering and ways to see from palace to place in the program
• with spaces for working independently and with others
• for exploration and discover indoors and out with room to move
• that develop responsibility, compassion, and community by giving children access to resources and encouraging them to work together
• to connect to the natural world, the larger community, and the world beyond and
• for staff to learn and work with space, internet access, professional journals, and books.

This first section of the chapter will discuss components of the indoor learning environment.

Activity Zones

An activity zone, sometimes also referred to as learning centers or interest areas, are areas within a learning environment with a targeted activity purpose.  Typical activity zones might include art, blocks, dramatic play, math (manipulative, table toys), sensory, science, language arts (literacy), library (quiet corner, books).  Activity areas should be open to children during free choice time during the day or whenever a teacher designates time for specific small group activities.  Sometimes children will explore an activity zone on their own, or in small groups.  Sometimes children will need the scaffolding of a teacher or peers to extend their learning.  These areas should be equipped with items that support children’s natural tendency to play and learn in an experiential manner and should always take into consideration developmental appropriateness for the children in the classroom.

When children are engaged in free choice play throughout the day in activity areas, these are opportunities for teachers to conduct observations and assessments of children in authentic ways (discussed in chapter 6).  This also provides teachers with the opportunity to plan curriculum and meaningful activities for the daily schedule.

Some of the more common activity zones found in early learning environments include:

Art:  Encouraging children’s creative thinking is essential throughout the early years.  Art is also a tool for thinking and inquiry, allowing children to make their theories and ideas visible, take new perspective, represent, and explore emotions, and to study properties of the physical world.  Art is open ended, child directed and process oriented.  Art is not a craft, product oriented with a correct way of making something, or step by step directions.  Materials may include different kinds of paint, paint brushes, easels, collage materials, scissors, clay and playdough, colored paper, magazines, popsicle sticks, cotton balls and a large selection of loose parts.  The area is best supported with plenty of light, close to hand washing sinks, and easy to clean floors.  Art zones can help children to development coordination and fine motor skills which are needed for emergent writing.

Blocks: blocks are wonderful open-ended learning materials with no closely defined boundaries, no right or wrong way to represent children’s ideas.  Many skills and concepts are developed and enhanced through block play.  Children think critically, explore, manipulate, experiment, represent, problem-solve, and make decisions in the block area.  The block area is best in an area of the room where the noise level is increased and away from traffic, so structures are not disturbed.  This area can include wooden, cardboard or foam blocks as well as small figures and architectural items that will promote creative building.  This is where children can learn about sizes and shapes, spatial relationships and math concepts as well as learn how to make decisions and solve problems.

Image 8.3 Playing with Blocks is licensed under CC by 1.0

Dramatic Play: In this area children’s thought becomes visible through play.  Children may operate at more advanced cognitive levels than they do in non-pretend situations, including staying on task for extended lengths of time.  Is not just as an activity, but as an expression of thinking.  This area provides opportunities for children to pretend and use their imagination, role play, and act out real and imaginary experiences in a playful context.  Although “housekeeping” is a common theme for the dramatic play area, other themes can be explored in this area such as grocery stores, doctor offices, restaurants, veterinary clinics, and more.  Through this type of play, children will practice social skills, learn to solve problems, and work cooperatively.

Language arts (literacy): Literacy skills are critical in laying the foundation for current and future success in oral and written language.  Literacy skills often play a crucial role in learning content in other areas.  The space should be well lit and clearly defined.  Comfortable seating and tables with plenty of paper and writing utensils.  Puppets and props are also ideal for this area.  Many teachers chose to create unique writing centers in literacy areas where children can explore print materials as well as create their own.

Library (quiet corner, books): library areas support children in a lifelong habit that promotes literacy and a love for the written word.  The space should be a comfortable area where children are encouraged to read books.  Create an enticing area that is well stalked with a variety of books that support diversity, culture, and life.  Literacy and library can be next to each other but should be separate areas, it is best to not have distractions when children want to read alone.  Through the literacy and library activity zones in the classroom, children will begin to recognize the connection between spoken language and the written word.

Image 8.4  Reading together is licensed under CC by 1.0

Math (manipulative, table toys): This space can also be referred to as manipulatives or table toys.  The ideal location has accessible materials, shelves near tables, in a medium traffic area.  As the adult, step back and let the child direct.  While observing play in this area assess the level items are used, self-control, perseverance, pride, creativity, classification, number concepts, emergent reading, fine/gross motor, eye-hand coordination, visual discrimination, and refine sense of touch.  You will want to rotate toys often and keep the area organized.

Music and Movement: Help children synthesize experiences, transition into new activities, calm down, share culture, build self-esteem, and build a sense of community.  There are also academic benefits to music and movement like boosting memory, improving spatial-perception, and cognitive development.  For setting up the music and movement area, location should be away from quite areas and it is best to alleviate the clutter, so children have space to move.  Include a variety of authentic instruments and this is the perfect time to introduce a variety of music to children.

Sensory: When children are engaged in sensory related activities they are,

• Developing questions throughout the sensory experience.
• Investigating – by grabbing, smelling, rubbing, staring, licking, and so on
• They are collecting data through their senses.
• Leaning to communicate their findings.
• Participating in a valid exercise in scientific inquiry.

It is important to remember that sensory activities should include more than a sand and water table.  After all, there are 5 senses that should be supported.  This is where life can get messy (but not always) relax and have fun!

When it comes to the sensory environment there are a few critical elements to think about.  Make sure sensory tables are by a sink: for best hygiene practices, children should wash before and after interacting with materials in the sensory table.  Depending on what is included in the sensory area, an easy clean floor is best.  However, if the floor is not easy to clean having access to a tarp that can be placed on the floor will also work.  Watch for allergies and other hazards. These can include scent jars or items in sensory that trigger allergies, items that are small and pose a choking risk, or even whisper tubes used improperly can hurt ears.

Water tables are great areas to learn scientific concepts such as “will it sink, or will it float?” as well as mathematical concepts through the use of measuring cups, funnels, tubes or shovels.  The water in water tables should be cleaned out daily or more often if needed.

Science: Children are scientists who are naturally curious and biologically primed to learn about the world around them.  They use information they gain through their everyday experiences to develop theories about how the world works.  The science area should support “what if” statements, be enticing and inviting, and have adequate workspace.  The area is best in a quiet area of the class that is uninterrupted so children can work and concentrate.  This is a good place to include natural elements such as leaves, sticks, rocks, pinecones, magnets, kaleidoscopes, oil and water bottles, seashells, magnifying glasses, flashlights, and color wants to peak children’s interests.

Room Arrangement

The design and layout of the indoor environment can have an impact on children’s learning and behavior and on the teacher’s ability to do their jobs effectively.  Good indoor environments support children’s interactions with good organization around space, materials and people.  When a classroom is set up properly, children have the freedom to move around safely, engage in activity zones and learn to manage their peer relationships.  These environments should also help both children and adults feel invited and welcomed.

Each space within a classroom should be defined and boundaries made clear.   In addition, the children need to be visible to the teacher at all times.  Thoughtful room arrangement help to keep order to the space, reduces the possibility of crowding in any given area, and can support children in their choice making.  This can be achieved by using existing walls or furniture like toys shelves.  Even an area rug or a cloth draped from the ceiling can give the illusion of separation.  Image 8.6 Illustrates two examples of room arrangement.  The first image shows a classroom with less defined space for activity zones, while the second image shows how a classroom can look when a teacher uses furniture to define a space.

Designating spaces where children can have quiet play such as puzzles or books can be made cozy with carpet or pillows that absorb sound.  More active areas can be arranged that allow for more movement and give children the behavior cues that louder more active play can take place in that area.  Furnishings also can be used to guide movement patterns throughout the room.

Image 8.6  Drawing of undefined and defined space Photo by S.Leek is licensed under CC by 1.0

Impact of Color and Plastic in a Classroom

Small changes to an environment can make a big impact.  For example, think about the use of color in a classroom and the use of plastic.  Often time when people think of a classroom space for children, they think of bright bold colors.  However, these are not the ideal colors for an early learning space.  Color impacts the brain and can trigger a chemical response.  For example, shades of red may trigger excitement, resulting in behavior perceived as hyperactive or even angry.  Shades of yellow trigger hunger.  Many fast-food restaurants select these colors for logos or building colors to make one believe they are hungry and excited to eat.  Using yellow heavily in a toddler room can leave a teacher with fussy, emotional children because their brains are telling them they are hungry.  Shades of blue can be a depressant.  This is not an ideal classroom color, especially if any of the children for have experienced trauma.  Ideally, colors should be within the green, brown, and grey color families.  These colors ground children and help them feel grounded in the world.

Plastic, often heavily used in early learning environments, can also have an adverse effect on behavior.  It can be substituted with wicker baskets, and other more natural containers, to hold toys and materials.  Every person absorbs and expels energy.  Depending on the space, this exchange is done without a person knowing.  We often have things in our space that we are naturally drawn to that help with the absorption of energy.  These items are made of natural materials like glass, wood, cotton, and rock, to name a few.  However, if we fill children’s classrooms with material that will not absorb their natural energy, such as plastic, the result can be a room that feels electrified.  The effort adults may spend to focus children and get them engaged can be futile.  Simple changes like using baskets to hold toys, adding rugs, a plant, or wooden frames and adding other natural elements will not only have a positive impact on behavior.  It will be far more aesthetically pleasing as well.  If you work in a program that tends to use a lot of plastic, look for way you can balance that with some of the items listed in this section.  If that is not possible, providing more frequent or longer periods of outside time will also be beneficial.

Selection and Placement of Materials

Part of the physical environment takes into consideration the selection and placement of materials.  Having already discussed the overuse of plastics in classrooms, it is important to note that materials that are selected for classroom environments need to be developmentally appropriate as well as culturally relevant for the age of children using the classroom.

Teachers also need to keep in mind how the materials will be organized and accessed by the children.  Keep in mind these tips when choosing appropriate materials for early learning classrooms:

• Organizing the materials should take into consideration the independent abilities of the children in the classroom.
• Keep appropriate materials in appropriate places (art materials in the art center, books in the library) but allow for the crossing of materials during play from one center into another.
• Provide enough materials for all children to be engaged in the activity.
• Place heavy items on lower shelves.
• Rotate materials to promote children’s interests.
• Make sure to have personal storage areas (such as cubbies) for both children and teachers.

It is a basic practice in early learning that when a material is broken, missing pieces or is otherwise worn out, it is a good idea to eliminate those materials from the environment.  In addition, all materials need to be clean and sanitized following licensing guidelines.

Labeling shelves with print and pictures where materials are to be placed will help children to become more self-sufficient and build print awareness.  Some teachers will use color coding of materials to keep organized.

Image 8.7  Organized Space is licensed under CC by 1.0

Environmental Aesthetics

When creating an early learning space that will foster learning, inspire creativity, and support social relationships; a professional will need to consider environmental characteristics such as lighting, color (as discussed at length earlier in this chapter), crowding, noise levels, clutter and more.  When designing a space—any space, creating an attractive and pleasing environment includes thinking about the aesthetics of the space.

Creating supportive early learning environments is an art and a science and can seem overwhelming at times.  Setting goals to make physical changes to the environment is helpful, but these can be costly.  Setting small goals will bring positive change to the space over time.

Alleviating clutter is one goal that will make a huge impact on the environment and the teacher, and children who share the space.  Clutter can distract from even the most attractive spaces.  Clutter usually happens slowly and stems from:

• Undefined space for where items belong
• Taking time to put things in their place
• Lack of sufficient organization

A poorly organized space with too much clutter will prevent a classroom from functioning effectively.  The best way to assess the level of clutter is to take pictures of the space while standing, sitting in a child chair, and sitting on the floor.  If you would not want to show a parent or coworker the photo because of materials not put away properly or a stack of papers needing your attention, then you have a clutter issue to address.

Two other environmental characteristics that should not be overlooked are the impact of crowding and noise.  Both have a significant influence on stress levels and learning opportunities.  Sometimes less in a space is best.  Less items keep children from being overwhelmed by the many choices and there is clear purpose with what is available to them.  However, when limiting items in an activity area, it is best to swap out the items often so children have access to new education experiences.  If items remain the same and children are not engaged in what is offered, behavior issues will soon arise.  Noise if also often a distraction and can be improved by adding rugs, hanging tapestries or noise absorbing enhancements to the walls, and by placement of the activity centers.

Lighting is something to consider when creating an early learning space.  Ideally, lots of natural light is preferred.  When additional light is needed; lamps, string lights, or similar are advised.  The large fluorescent lighting, often found in early childhood spaces, interact with the brain, and can cause problems like headaches and irritability.

Children are more likely to feel they can be themselves when their classroom environment feels home-like.  Soft furnishings, nontoxic plans, natural or soft lighting, decorative touches such as area rugs, family photos of children and staff and neutral paint colors help to create a space that everyone in the environment can enjoy.

Image 8.8  Family Child Care Outdoor Mud Kitchen Photo by Sleek is licensed under CC by 1.0

Managing Space:  Outdoor Learning Environments

Children can have rich experiences in a thoughtful outdoor setting.  No matter if the child is attending a large center or a family home setting, the outdoor environment should be responsive to each child’s interests and needs.  The natural environment is unique in its ability to respond to the depth with which children engage.  The outdoor environment should offer exploration as well as meet physical needs of children.  Often teachers think of a child’s physical development and how to get them moving outdoors, however, children can also learn a great deal from a robust outdoor environment.  Concepts learned outdoors include physics, biology, botany, and geology.  Nevertheless, these are just the starting point to the enormous learning potential of the outdoor environment.  As the adult in the space, be observant, engage and play along with children, relax, and educate families on the benefits.  One of the biggest stressors in a teacher’s day is outdoor play and not from the environment itself, but from parents not wanting children dirty, wet, or sick.  As I always explained to parents, the nice thing about children is they are washable. If clothing was an issue, I offered changes of clothes that children could change into before going outside.  Lastly, viruses and bacterial germs are what make us sick, not rain.  If rain made us sick, no one would ever bathe.  Additionally, the more children play outdoor the healthier they are, the germs that make us sick are not as concentrated as they are when we are indoors.  In other words, get children outside!

Outdoor Activity Zones

Just like indoor environments have activity zones, outdoor environments have zones with distinct purposes for outdoor play.

Transition Zone:  the transition zone is the area where children enter and exit the outdoor space.  This allows children to see what is available to them in the space and begin to make choices about where they would like to play.  This should also be an area where children can safely wait for the teacher or gather as a group together.

Active Play Zone:  this is a space that allows children to run, jump, skip, throw balls and ride or pull wheeled toys and tricycles.  This might also include big grassy areas if possible and equipment for sliding and swinging.  Many places allow for climbing structures, tunnels, and ramps.

Natural Elements Zone:  this area includes plants, dirt, rocks, trees, grass, water.  You could also provide mud, dirt, and sand for digging.  Some centers might also include garden areas, and this is the ideal place to put up a bird feeder for observation.

Image 8.9  Playing in the Sand is licensed under CC by 1.0

Creative Zone: this area is a place for children to create messy art that you may not want to do in the inside environment, or a place for children to gather to complete puzzles or use tabletop activities like puzzles, games, or books.

Social/Dramatic Zone: this area gives children the area to practice social and dramatic play and can include props.  This area outdoors might also include stages or playhouses.

Materials for Outdoor Environments

Everything that is included in an indoor environment can also be included in an outdoor environment.  Books can be brought out and space provided for sitting and reading in the fresh air, materials to enhance and support large motor movement and elements that encourage learning like magnifying glasses, pullies, ramps, and materials that are for balance, push, pull, and ride.

Additional items to include in an outdoor learning environment are materials for:

• Art: Art outside can be messy and spacious, like marble painting in a small pool with golf balls, or finger painting on the windows. Water spray bottles can create art projects.
• Gardening: tool for planting, maintaining, and caring for the garden area. Children are often times more likely to try or eat healthy food they have grown.
• Woodworking: While woodworking can be scary for some teachers, the value of including woodworking into a space is too valuable not to consider.
• Music with unconventional items, such as hanging pots and pans on a lower fence can give toddlers some music time—just at the right height.
• Bubbles are perfect for outdoors!

The Role of Licensing in Environments

The role of licensing is to ensure health and safety measures are in place and are followed.  This does not mean we do not allow children much needed outdoor time or when we do provide outdoor time, we limit their activity.  This is the time for children to expel all their pent-up energy, breathe deeply, and engage their large muscles.  The Washington Administrative Code (WAC) does have requirements for outdoor spaces. WAC 110-300-0145 outline 12 outdoor licensing rules including

• fencing requirements
• amount of space
• what the space should include
• and other safety rules.

The 12 leading causes of outdoor learning environment injuries are: inadequate fall zone, improper protective surfacing, protrusion and entanglements hazards, entrapment openings, trip hazards, insufficient equipment spacing, lack of supervision, age-appropriate activities, lack of maintenance, Pinch, crush, shearing and sharp edge hazards, platforms with no guardrails, and dangerously designed equipment.

It is important to do safety sweeps of your outdoor space frequently.  Inspecting outdoor play areas for debris, standing water, snow or ice, natural objects that may have become unsafe in changing weather and other human factors such as tripping hazards or litter should be cleaned up properly.

Accessibility

It is imperative to provide chances for children of all ages to find an outlet for their need to move about in a meaningful context.  What does it mean to be accessible?  Making sure that entry openings are 11-24” and turn radius is 60”. Children have a reach range of 20-36” for a child 2-5 years old and 18-40” for a child 6-12 years old.  If children have mobility aid devices, having a firm resilient surface supports their ability to move freely around the environment, and any outdoor paths, walkways and stairs should be clearly marked and free of obstruction.  Also, consider that for every 2-4 elevated components of an outdoor space, there would be at least one at ground level entry and the ground level entry should prove at least one type of activity.

The size of large gross motor equipment should be developmentally appropriate for all children and be sure to have enough equipment that children can use it without long waiting times.  Storage should take into consideration the amount of time it takes to clean-up outdoors and labeled clearly.

Loose Parts

While large climbing structures and equipment have developmental purposes, they are also not as engaging to children over time.  There is not much for a child to do with a slide for 30 minutes.  However, using loose parts can increase movement, interest in outdoor play, and educational opportunities.  Some loose parts include balls, hula-hoops, magnifying glasses, bikes (helmets), books, blocks, dramatic play materials, and art materials.  It might also include recyclables such as boxes, egg cartons, PVC pipes, milk cartons or crates that children can use for construction.  While this list of loose parts could be pages long, the benefit of including a variety and quantity of loose parts in an outdoor learning environment is never ending.  Some of those benefits include independence, self-regulation, and allows children to explore their world and make decisions.

Managing Time:  Schedules and Routines

A typical day in an early learning classroom has a rhythm of ebb and flow to it that is part art and part science.  Days should have routine and structure, but also have periods of time that are flexible and allow children to make choices: all sandwiched together with smooth transition times to keep the day running smoothly.  A schedule for the classroom is the big idea of what is happening daily in the classroom environment while a routine is the pattern and predictability of the day within the schedule (Ostrosky, 2007).

Things to consider when planning the schedule include:

• how many opportunities during the day should children engage in free-choice activities?
• When will outdoor time occur and what do you need to consider when planning for outdoor time?
• What type of large group activities should be included for the age group you are teaching?
• When should teachers include small-group activities?
• How will transitions be managed in the environment?
• What will the routines be during the schedule?
• How is my schedule communicated to staff, children and families?

Children need many opportunities throughout the day to engage in play and follow their interests.  The most effective way to meet this need is to include free-choice time in your schedule.  According to research studies, children are more involved in activities that allow them independence and the opportunity to make choices.  In free-choice time, children can also be engaged in social interactions with their peers (Vitiello, 2012).  A substantial part of the day should be set aside for free-choice time and can be included in both indoor and outdoor environments.

Both large and small group activities should be considered when planning your schedule.  Large group activities are generally initiated by a teacher and could include instructional pieces (such as learning how to tell time, talking about the weather, counting days of the month or week) but are also opportunities to read books to the entire group, sing songs with movement, encourage children to share about themselves, and build classroom community.  The amount of time spent in large group activities is very dependent on the age of the children in the environment.  Small group activities can allow a teacher and child to focus on a personal goal and gives children the personal attention of the teacher at that time.

Transitions occur in the day when children move from one area to another.  For some age groups, transitions can be the most difficult part of the scheduled day.  As a teacher, it is a good idea to have a plan in place to minimize the number of transitions and the stress that transitions have on both children and staff alike.  Having a routine, song or chant that signals a transition can help to keep children focused during these inevitable times during the day.

Image 8.10  Eating Routine is licensed under CC by 1.0

Routines are a very important of the daily schedule.  Routines can help to manage people and create a sense of comfort for children, families and staff.  Planning is a very important part of designing routines and should take into consideration the developmental needs of the children in the environment.  The best routines will have clear beginnings and endings.  For example, for a mealtime routine, children should know a script of expectations.  It might sound like this: “I wash my hands, sit at the table, sign a rhyme with my friends, eat my food, clean up and brush my teeth”.  Having this routine that is followed consistently helps children build confidence, independence and minimizes frustrations for the teacher.

Some of the most important times of the day to have routines include arrival to the classroom as well as departure from the classroom, diapering and/or toileting times, mealtimes and snacks, cleanup, rest, or nap times.  You might also consider using the same transition routines daily so that children get auditory signals about what comes next.

Communicating your schedule and routines should be clear to all staff working in the classroom, as well as the children and families in your classroom or program.  A schedule is also something that (in Washington State) is required to be posted for licensed childcare facilities.  Some teachers find that posting both a printed schedule along with a visual schedule is helpful for some children and can also encourage pre-literacy skills in young children.

Environment Philosophy

To create an environment philosophy that will impact the space you will work in, teach in, and guide children, the following questions will guide you while you realize the perfect environment for you and the children in your care:

• What kind of teacher do you want to be?
• What is important to you? What are your values?
• What do you believe about children?
• How do you approach learning? How should the environment be used to support this philosophy?
• How do children learn best? How would you use the environment to support this?

How you respond to these answers will not in itself build your class environment.  It will guide you in selecting components you like while you learn about curriculum models and philosophers.

Environment Curriculum Models

There are a number of curricular models that impact the classroom in a variety of ways.  As a teacher you can adopt one of the models as one you would like to implement into your classroom.  However, you can always use a more eclectic approach and use the elements that work best for your teaching philosophy and the children in your care.

Many curriculum models were discussed in chapter 3, here are a few that are noted for keeping environments at the heart of the philosophy:

Reggio: The Reggio curricular model has key components that make it unique from other models.

• There is a focus on observation and documentation. Teachers routinely take notes, photographs, and video of group discussions and children’s play.  Each week, teachers meet to discuss their observations, review the documentation, and strive to hear the strongest currents of interest within children’s flow of ideas.
• Curricula is child centered, teachers use what they learn to plan activities that are truly based on children’s interests This is done to gain insights into children’s individual personalities and into child development as a whole, by connecting to the knowledge a child already has.
• Crucial features of this approach include:
  • o The Three teachers
    • The Adult (Teachers are viewed as enthusiastic learners and researchers.)
    • The child and peers
    • The Environment (The acknowledgment that children learn just as much, if not more, from the environment as they do from the teacher and their peers)

Montessori: It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for themselves.  This is achieved by giving children opportunities.  Opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks.  When the children are able to do things for themselves there is an increase in their self-belief, self-confidence, and self-esteem that they may carry on throughout their life.  The Montessori method believes that an adult should, ‘never help a child with a task at which they feel they can succeed.’  Observation is an essential component, this is how we understand how children learn, the materials they would need to support their learning, and what children’s needs are.  For example, if a child is banging on something, they are in need of gross motor activities.  The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest.  It is important to make sure the environment is well done and supports the developmental domains.  The prepared environment is important it is the link for a child to learn from adults.  Classrooms should be child sized with activities set up for success.  The environment has to be ready and beautiful for the children, so it invites them to work.  The Montessori Method feels the development of the child is dependent on the environment.

Waldorf: This education model believes children live in a world of wonder and imagination.  During a typical day in a Waldorf classroom children’s time if filled with both structured and unstructured activities that stimulate and exercise their powers of imagination.  The Waldorf classroom is furnished to look like home with elements such as silk curtains, wool rugs, a rocking chair and wooden tables and chairs.  The classroom space is designed with deliberation and intentionality.  Use of color, comfort, and space are all key factors in creating the classroom experience that will inspire curiosity and free-thinking.  Teachers consciously choose playthings that will stimulate a young child’s senses.  When a young child steps into a Waldorf classroom they enter a place of beauty and adventure.  In a typical classroom one side will hold large wooden tables for work time and snack time; the other side is carpeted for imaginative play and storytelling.

Chapter Attribution

“Chapter 8 Early Learning Environments” by Sharene Leek is CC By 4.0

References

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Greenman, J (1998).  Places for childhoods:  Making quality happen in the real world.

Head Start: Early childhood learning and knowledge center (2020). Learning environments retrieved from https://eclkc.ohs.acf.hhs.gov/learning-environments.

Isbell, Rebecca and Exelby, Betty. (2001). Early Learning Environments that Work.

Beltville, MD: Grayphon House, Inc.

NAEYC (2020). Muddy play. Reflection in young children’s outdoor learning in an urban setting. Retrieved from https://www.naeyc.org/resources/pubs/yc/mar2020/outdoor-learning-urban-setting.

Vitiello, V.E., (2012).  Variation in children’s classroom engagement through a day in preschool:  Relations to classroom and child factors.  Early Childhood Research Quarterly, 27, 210-220.