Creating Beautiful Environments that Work for Young ...



Extreme Classroom Makeovers:

Low cost and high impact!

Dr. Rebecca Isbell

E-mail: Isbell@ETSU.edu

Website:

How Do Children Understand their Environment?

Young children strive to make sense of the world in which they live. They try to organize the visual images and concrete objects in their environment into meaningful systems. Children want to determine the way the space works and what can happen in this place. They come to understand how their world works through the unique experiences that occur, as they interact within the environment.

Today’s Children

Today’s young children are spending time in a “new” environment, early childhood programs. This environment should be carefully examined, to determine the “best” space possible for young children. The classroom cannot be left to chance but rather must be designed to function appropriately and in predetermined ways.

An effective early childhood classroom will provide children with space for a wide variety of experiences including play, messy art, and book areas. It will include space for large and small groups, as well as places to exhibit or store work in progress.

Caring Teacher Critical Component

Specific design techniques, when combined with a caring teacher, can help the environment become a wonderful place for nurturing the development of young children. The children, who live in this classroom, will have many opportunities for expanding their knowledge, by actively participating in a world that is appropriate for their level of development. It will include spaces for active play as well as spaces for quiet times. The children who live here will come to understand how their world works, as they grow and interact within this carefully designed space.

An Environment that Matches Young Children

The first step in creating an appropriate environment for infants, toddlers, preschoolers, and primary age children is to examine how young children learn and develop. Each age has unique characteristics that relate to their stage of development.

Young Children’s Way of Knowing

Young children are active learners continuing to examine materials, while beginning to use objects in combinations that are more complex. They are developing symbolic representation, as they take on roles and participate in socio-dramatic play. Their language will explode during this period, as they try to find “labels” for all the objects and people in their world. Language gives young children new power to question and find answers. These labels and symbols provide a basis for language and literacy development. Their abilities emerge, as they become interested in books, print, and “writing.”

Young children are beginning to move into cooperative play, as they adjust roles and include sequence in their activities. In centers and play areas, materials are housed to support these developing abilities. Traditional centers, as well as unique centers, encourage language interactions, socio-dramatic play, and constructing experiences based on their level of understanding.

Construction materials, such as blocks, boxes, and foam pieces are becoming increasingly important in understanding their concrete experiences. This construction play provides new ways to represent thoughts in three-dimensional structures and enhance cognitive development. The open-ended nature of the materials encourages creative thinking, flexibility, and problem solving through meaningful activity.

Brain Development during the Early Years

Early childhood educators and neurologists now agree that the first eight years are a critical time of brain development. Infants come into the world with their brain waiting to be woven into a complex fabric of the mind. Some neurons in the brain are wired before birth but many are waiting to be programmed by early experiences. The early environment where young children live helps determine the direction of their brain development. Children with severely limited opportunities for appropriate experiences will be delayed in brain development; this may permanently affect their learning. However, children with the opportunity to develop in an organized and interesting environment are challenged to think in new ways.

Windows of Opportunity

New research indicates that there are important “windows of opportunity” that exist during the early years of children’s lives. These are “prime” times for developmental areas to be developed. Experts have identified several that are particularly critical during the early years: language, logical thinking, music, vision, and emotion. Stimulating experiences, during the early years, in these specific areas can have a positive impact on their current development, as well as on brain connections that will last a lifetime.

Aspects of the Environment to Consider

Building a Sense of Community

Young children need to live in an environment that is supportive of them-- emotional as well as intellectually. In this place children can feel that they are accepted and valued. They also can learn that they are a member of a community were children and adults work together and respect each other. As a contributing member of this community they build, their feelings of self-worth and confidence in their abilities.

Needs:

• Pictures displayed of members of the class.

• Responsibilities in the class.

• Group times for sharing, talking, and expressing.

Visual Environment

During the first eight years of children’s lives, they are developing their visual acuity. Their perception of objects, movement, and print are expanded, as they have opportunities for experiencing interesting visual images. Changes and variations of design intrigue children and prompt them to visually attend to the unusual. The young children’s environment that includes interesting visual stimulation draws them to examine a painting on the wall or recognize a drawing that they have completed. Displays and panels provide visually interesting content to examine as children move about in the classroom space. In the past, many early childhood classrooms were so filled with decorations, materials, and “stuff” that young children were visually overwhelmed. Today, we are working to have less clutter and more organized displays of materials and work, so young children can visually attend and enjoy the important features.

Needs:

• Attractive displays of work, projects, and materials

• De-clutter the environment.

• Variety of levels used: children’s eye level, adult level, and ceiling.

Auditory Environment

Music and sound patterns stimulate several portions of the brain in young children, as they listen to the auditory environment. A variety of music and instruments can expand the sound world of young children, while developing musical enjoyment. Music is very important in an early childhood environment and should be included throughout the day. Singing in circle time and during transitions encourages children to begin to discriminate sounds and identify familiar patterns. Making music with simple rhythm instruments provides opportunities for children to connect an object with the sound it produces. Recordings of vocals, instrumentals, and folk instruments provide more listening experiences that expand the auditory environment for young children. Providing a special area for group participation, as well as a center where sounds can be explored individually, can add to the auditory possibilities.

Needs:

• A music area

• Materials to absorb sound

• Opportunities to sing, move, and listen to sounds

Integrated Environment

Young children are making many connections, as they participate in meaningful activities. Integrated activities that connect to several different types of learning are particularly effective for preschool children. These experiences provide stimulation for several portions of the brain and construct additional connections for meaningful learning. Some experiences that are particularly powerful for integrated learning and building connections are learning centers, thematic episodes, and projects. To support these, integrated learning materials must be readily accessible to play areas and stored so that they can be selected and included in play. To encourage projects, there must be places to carefully store objects, while the work is in progress. This allows children to return to the project, reflect, and make changes when deemed appropriate.

Needs:

• Places to store long-term work

• Books and printed materials

• Resource materials and computers

• Group meeting places

• Learning centers

Emotional Environment

It has been suggested that the emotions of children are strongly influenced by the responsiveness of the caregiver during the early years of their lives. If the caregiver reflects the child’s joy and the emotion are reciprocated, the child’s security is strengthened. If the child’s emotion is interpreted as annoying by the caregiver, circuits become confused. A caring and responsive caregiver can provide a positive climate for young children that will impact not only emotional security, but aspects of their cognitive development as well. Children who feel secure and supported will experiment, try new things, and express their ideas.

Needs:

• Emotional support

• Place for personal belongings

• Display of children’s pictures and work

• Opportunities for personal choices

Independent Learners

An independent learner is able to make personal choices and carry through with an appropriate plan of action. Beginning in infancy and toddlerhood, there is a growing need to become an independent person. Children want to do things for themselves and in their own way. Preschoolers become increasingly competent in making choices, creating a plan, and following through with a project or experience. If children’s ideas are valued and their interests followed, they will work on projects for a long time. This process is supported by the children revisiting and reflecting on the plan, while using their knowledge in meaningful ways.

An effective environment is designed so even the youngest of children can become independent. There are many opportunities for them to be successful, as they work to do things for themselves. They do not depend on the teacher and constantly ask for every material they need. An orderly display of accessible options will help children understand that they are capable of making decisions.

Needs:

• Organized and labeled materials

• Responsibility for the classroom and environment

• Items for care of environment: sponges, dust-buster, mop, etc.

• Time for reflecting and discussing ideas, projects, and possibilities

Behaviors of Children

The environment, in which young children live, tells them how to act and respond. A large open space in the center of the classroom clearly invites young children to run across the area. If few materials are available to use, children will originate interesting happenings. If the procedures for using learning centers are inconsistent, the children will wander in and out of the areas with little involvement in play.

The arrangement and materials in the environment will determine the areas where children focus their work. It will also influence the number of conflicts that occur and the way the group works together. If materials are hard plastic, children are invited to be rough with the objects; having little concern for their treatment. If a beautiful flower arrangement is on the table, they will visually examine the contents and gently handle the delicate blooms. Children learn to work respectfully with their environment, if they have opportunities to care for beautiful objects and materials.

Needs:

• Defined boundaries for learning areas

• Soft items and surfaces

• Place for privacy

• Interesting opportunities that help children focus

• Sufficient and interesting materials

Major Functions of the Room

Opening and welcome area

Designated personal space: children, teacher, parents

Group meeting space

Small group activities: centers

Quiet/private place

Loud/active spaces

Literacy rich environment

Organization of Space and Materials

Grouping materials where they are used. (This nurtures independent behavior, as the child makes choices and follows through with an activity.)

Items are clearly labeled and attractively displayed. (This helps children understand where things belong when selecting and returning materials.)

Storage and prop boxes make good use of small spaces

Aesthetics

Children who live in a beautiful environment begin to appreciate the world around them. A teacher who includes things of beauty in the classroom communicates to young children that the arts are valued in this place. Children deserve to have beautiful items in their space.

Needs:

• Beautiful items in the classroom

• Artwork, cultural objects, and nature items

• Variety of color, texture, and design to capture interest

• Attractive display of children’s work

Learning Centers

What are the benefits of using learning centers with young children?

➢ Traditional centers that continue to work over time: housekeeping, blocks, art center, and the Science/nature area.

➢ The critical library center: an exciting literacy place.

➢ Changing socio-dramatic centers: These are designed to match the interest of the children, thematic units that are being studied, or projects that are developing.

➢ Examples include: garage sale, camping, fall, storytelling center, pet center, and many others.

➢ Literacy connections in all centers: Increasing the possibilities for literacy in each center provides another opportunity to use reading, writing, and communicating in meaningful ways.

➢ Observing and evaluating: seeing what is being learned and documenting the process.

Needs:

• Traditional centers with appropriate props and materials

• Library area

• Socio dramatic center

• Plan for center choices and reflections

• Demonstrating what was done or learned in the centers

• New and creative addition

Extreme Makeovers: Try these

Declutter your space: Begin with three piles1. Keep, 2. Give away, 3.Throw out.

Take pictures of your classroom and see how it “really” looks.

How can you make the classroom more inviting and warmer?

What learning do you want to take place in this place? Arrange the space and materials

to nurture this.

If the room is too much to change---decide on one area or a small place and work on that first.

Add some soft lighting--- library area or special quiet area.

Make storage areas work better: place materials in clear containers and label for easy finding.

Place the materials close to where they will be used. Art materials close to sink or studio

Center.

Redo the library area: determine appropriate number of books, books on tape, soft places to read, children’s made books, classroom book with children’s pictures in activities, and add books read in circle time.

Include some aesthetically pleasing items to the space.

Display pictures of all the children in your classroom---and be sure to include one of yourself. This will help build a sense of community and belonging.

Rugs and pillows add softness and absorb sound too.

Use music throughout the day and at special time

Try to look at the classroom, space, arrangement, and materials from the young child’s perspective!

Conclusion

Young children will respond differently, based on the design of the environment and their personal history. An effectively designed classroom has the potential for positively influencing all areas of children’s development: physical, social/emotional, and cognitive. The environment can support the development of behaviors that are valued in our society, such as cooperation and persistence. An aesthetically pleasing space can help a child develop an appreciation for the beautiful world around them. A quality environment can provide a home-like setting that “feels” like a good place to be for many hours and days. A carefully designed space can encourage learning and using knowledge in meaningful activities. The environment in which they work also influences teachers. Making the space personal and appropriate for their unique needs and interests will support the teacher’s motivation and attitude.

References for Presentation:

Isbell, R. (2012) Real Classroom Makeovers. Beltsville, MD: Gryphon House Publishers..

A Place to Begin: Take a New Look at Your Classroom

If you want to create a beautiful environment for you and your children, take this simple survey of your classroom. It helps to take photographs of the space, so you can “really” see the environment.

1. When a child enters the classroom, do they see an inviting place?

2. Will the child find this area to be warm and homelike?

3. What are the sounds of the classroom?

4. Can each child recognize who lives and works in this space?

5. Does the space demonstrate what is valued in this environment?

6. Is the children’s work displayed in an attractive manner that can be appreciated by children, parents, and teachers?

7. Are a variety of areas available: quiet, active, messy, and large or small group?

8. Can you identify Centers where specific learning is occurring? Example: Library, Blocks, Housekeeping, or Camping Center?

9. Are the children’s materials grouped together and close to where they are used?

10. Is there a place to pause and reflect?

11. Is there a place where a beautiful display or object can be enjoyed?

12. Is there a teacher who wants to create a wonderful space for children?

13. Is there a place for the teacher to store personal items and to sit comfortably?

14. Can you identify the adults who work in this space by personal displays?

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Isbell, R., & Exelby, B. (2001). Early Learning Environments that Work. Beltsville, MD: Gryphon House Publishers.

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