Considering Environments session 1

Deciding on the learning functions of the pods is the first step of our ‘intentional teaching’
Space for creative art design Cultural learning....who are we? Project Investigation Space Dramatic Play Exploration- story telling, re-enacting Relaxing/Secret Places Creation space (other media than art materials) Musical/Theatre Exploration Mathematics/Numeracy Written word - Literacy
Open-Closed Dimension
Finding a balance between providing the children several choices and overwhelming them with too many
High-Low Mobility Dimension
Using natural elements….
Time and space to revisit….
Opportunity to practice many skills…..
Making it inviting….
Environments for Exploration….
‘Play is a child’s way of learning and understanding the world around them’
In groups of 4 answer the three questions and document the answers:
What the learning styles in your group – document how each of you like to learn How do you or can you accommodate for all learning styles of children? Start drawing some designs of the learning spaces for the children considering open ended studio spaces and learning styles
Same room….different energy
‘There is attention to detail everywhere – the colour of the walls, the shape of the furniture, the arrangement of simple objects on shelves and table.’ Gandini (2002)
Environmental understanding Everyday living (cooking, laundry) Science exploration Photography as a medium for design Natural environment Light and shadow Humour/Magic/Laughter
Environments as third teacher
This session will cover:
Environments & Activities Vs Experiences
Designing Environments
Spaces for children to engage need consideration. ‘Learning pods’ need: - A focal learning perspective - A variety of choices to extend their skills and interest - Decisions made on how many children will use the space to create maximum learning - Aesthetics and beauty
Finding a balance between quiet area and busy areas within the room. Secret places for infants to be by themselves
Risk-Safety Dimension
Environments that are free from potential hazards but enough stimulation to challenge children
(Hamilton & McFarlane 2005)
Take it off the wall for exploration
How the space can provide a homely feel…..
They learn about everyday things….
Group task – 20 minutes
Building a sense of belonging, security, connection and community …
Environments to encourage dialogue, critique, compare, negotiate, hypothesise and promote leadership, a sense of group membership and the uniqueness of self.
What can children create…..
Let’s imagine………
Ever wondered what it looked like from the child’s view?
Thought is put into where the children eat
This centre did not have a lot of money to spend however they still created beautiful spaces for the children
A space to investigate and discover new ideas and strategies…
Children are seen as competent, resourceful, curious, imaginative, inventive, and desirous to interact and communicate with others.
Some examples of Experiences…..
Simple props to stimulate thinking
Time for children to explore themselves & others…
Places for children to investigate…
Finding a balance between being highly mobile and stationary
Group-Individual Dimension
Finding a balance between experiences and play opportunities for children who need to be solitary as well as though who are able to play with others
Soft-Hard Dimension
Finding a balance in the softness of the room (carpet, cushions, pot plants) and the hardness of the room (riding bikes, blocks)
Intrusion-Seclusion Dimension
Simple-Complex Dimension
Balance between equipment that has only one use and equipment that can be combined with others
Toddler room provides many choice and empowers the children in decision making and self confidence Assisting them to begin understanding the concepts of: Who am I? Where do I belong?
environment must consider the learning styles of those who work within it.
How are you doing this now? What have you useHale Waihona Puke Baidu as a reflective tool?
Howard Gardner's Multiple Intelligence theory can play a vital role in reflecting on how well we are supporting learning styles.
This space required some money to purchase the furniture
Creating innovative space sometimes means thinking outside the square………..
This infant room has many elements from a ‘home-like’ environment



Linguistic (The reflector, quieter learner) Logical-Mathematical (Sequential learner, problem solver) Musical: (Creative, understanding through rhythm & beat) Body- kinaesthetic (Action learner, learning through doing) Spatial : (visual learner, patterning, classifying) Interpersonal: (Working with others, learning with others) Intrapersonal: (Learning on their own in reflection) Naturalist: (Learning through the environment and natural materials)
Creative spaces for children
Children decide, negotiate, collaborate and challenge……..
practicing life long skills
Environments rich in possibilities and provocations that invite children to undertake extended exploration and problem-solving, where cooperation and disputation mingle pleasurably