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By Ardene Niemer
Early Literacy Outreach Project coordinator
The surroundings in which children learn can greatly influence
their success and well-being. The architecture, layout, décor
and facilities of their environment all play a vital role
in shaping their learning, yet the importance of this particular
aspect of school life can often be overlooked.
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| In defining "constructivist" learning
environments, Brent Wilson (Constructivist Learning Environments:
Case Studies in Instructional Design, 1996) explains:
"A learning environment is a place where people can draw
upon resources to make sense out of things and construct meaningful
solutions to problems. Adding ‘constructivist’
to the front end of the term is a way of emphasizing the importance
of meaningful, authentic activities that help the learner
to construct understandings and develop skills relevant to
solving problems" (Wilson, 1996, page 3).
Later in the chapter of this same introductory textbook,
Wilson expands this definition to include "communities"
of learners who come together on projects and support each
other (1996, page 5).
For children it is important that they be able to access
appropriate resources to construct their learning. Your environment
should support and allow them to make meaning of their world.
Do you need support in creating surroundings which complement
teaching and learning in the twenty-first century? Here are
some relatively simple ways to support early learning through
creating an inspirational education environment.
- Arranging the Environment — Each
setting needs to be arranged to accommodate the ages of
all children enrolled. Babies need a place to crawl, pre-walkers
to "cruise," and older children need a place to
play separately from babies. In addition, all children need
a place to spend quiet time alone. This can be as simple
as arranging a corner of a room with pillows and books.
- Books — Encouraging children to
look at and listen to books is important in developing reading
and writing skills. Have a variety of age-appropriate books
and arrange them so they are easily accessible. Setting
up a special place with soft pillows to sit on while reading
will make books more inviting. Books relating topics that
are interesting to the children and reflect their lives
are critical aspects of the book collection.
- Drop-Off Space — Parents and children
need a warm, comfortable space where they can develop a
drop-off routine. Set up a place for children to keep their
belongings, such as a tote bag on a special hook identified
by their picture or their name. Also, pictures of children
and their families, laminated so children can touch them,
can be displayed at a child's eye level to make the space
feel more welcoming.
- Materials — A variety of materials
for different developmental levels will ensure that all
children can play freely and remain engaged. Store materials
so that they are accessible to children and can be easily
put away. Use materials that reflect the lives of the children
enrolled. Include people of diverse race, ethnicity and
gender. Many household items -- large cardboard boxes, food
boxes, plastic yogurt containers and sticky paper -- make
wonderful playthings. In addition, access to water and sand
can be very soothing and are great for group or individual
play - whether set up inside the classroom or outside.
- Play — A place for block play is
important, and can be done by all ages. Cloth blocks can
be used safely with older infants and young toddlers. Cardboard
or plastic blocks will work for children two and three years
old and wooden blocks for children three to five. Setting
out several sets of props to use with the blocks can extend
the activity into fantasy play. Additional items that will
encourage fantasy play include stuffed animals, dolls, and
"real life" props such as kitchen utensils. These
should represent a variety of cultures and genders. A small
blanket on the floor with a few dolls or animals on it provides
a suggestion for play.
In looking at group spaces, large spaces, staff and external
areas, it is concluded that these environments should:
- Be welcoming and accessible as well as secure
- Have the ability to create separate shared areas
- Have adaptable spaces for dual use
There is also the “feel-good factor” to consider:
The more attractive, well-lit and color-coordinated classrooms
are, the better children will feel. This is very often true
of children with emotional or behavioral difficulties. A well
cared-for classroom can help children feel that what they
achieve and how they are perceived is important. Some children
may find huge classrooms quite imposing, so having different
surface textures can work to minimize the size of a room.
Clear signposting is important for the visually impaired,
and indoor plants always look welcoming and improve the air
quality.
Focusing upon the child's needs is a more appropriate way
of creating better learning environments for children. When
the children are at the center of the plan it is natural to
meet their needs through your curriculum and environment.
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Sources:
National Association for Family Child Care, at NAFCC.org;
Creative Curriculum for Infants and Toddlers, A.L. Dombro,
L.J. Colker and D.T. Dodge, 1999. From Neurons to Neighborhoods:
The Science of Early Childhood Development, J. Shonkoff and
D. Phillips (eds.) Committee on Integrating the Science of
Early Childhood Development, Board on Children, Youth, and
Families, National Research Council and Institute of Medicine,
National Academy of Sciences, 2000.
Constructivist Learning Environments: Case Studies in Instructional
Design
Brent G. G. Wilson, Brent G. Wilson
January 1996
ISBN: 0877782903
Publisher: Educational Technology Publications, Incorporated |
