Creating a Physical environment that Advocates for Play-Based Learning:
One challenge associated with advocating for play is creating a safe and engaging play-based learning is the appropriate construction of the physical classroom environment. Creating secure, safe and challenging environments that promote play interactions and learning is fundamental for achieving and maintaining quality early childhood education programs (Kennedy and Barblett, 2010). If a classroom is restricted, crowded or unengaging, learning through play may be difficult for early childhood children. Both QSA (2010) and the Reggio Emelia (Learning and Teaching Scotland, 1999) agree that arranging classroom materials in a discerning and organised manner will be both functional and attractive to children; it will encourage more interesting and individual play. Barblet (2010, as cited in Early Childhood Australia) also encourages educators to present activities and materials in a provoking and inviting way. QSA (2010) believe that a particular arrangement of the physical environment promotes play, independence and collaboration. When designing a classroom it is also integral that the physical safety of children is addressed. The positing of objects within the classroom is incredibly important for example it is reasonable that water play areas are not placed near power-points and that no power-points are within reach of small children. The Department for Education and Training Australia (DETA, 2013), believe that it is important to create safe, caring and supportive environments where students can feel like they belong and can bond with you. DETA (2013) believes that teachers should consider:
Reggio Emelia also recommends
varying materials. Teachers should make discerning choices about appropriate
materials and learning experiences. Is it necessary, for example, for children
to use the sandbox or the water tray every day? (Learning and Teaching
Scotland, 1999).
One challenge associated with advocating for play is creating a safe and engaging play-based learning is the appropriate construction of the physical classroom environment. Creating secure, safe and challenging environments that promote play interactions and learning is fundamental for achieving and maintaining quality early childhood education programs (Kennedy and Barblett, 2010). If a classroom is restricted, crowded or unengaging, learning through play may be difficult for early childhood children. Both QSA (2010) and the Reggio Emelia (Learning and Teaching Scotland, 1999) agree that arranging classroom materials in a discerning and organised manner will be both functional and attractive to children; it will encourage more interesting and individual play. Barblet (2010, as cited in Early Childhood Australia) also encourages educators to present activities and materials in a provoking and inviting way. QSA (2010) believe that a particular arrangement of the physical environment promotes play, independence and collaboration. When designing a classroom it is also integral that the physical safety of children is addressed. The positing of objects within the classroom is incredibly important for example it is reasonable that water play areas are not placed near power-points and that no power-points are within reach of small children. The Department for Education and Training Australia (DETA, 2013), believe that it is important to create safe, caring and supportive environments where students can feel like they belong and can bond with you. DETA (2013) believes that teachers should consider:
- the layout
- space considerations i.e. play areas, where
students sit
- safety concerns i.e. not blocking doorways or
hallways
- visual stimuli: DETA (2013) recommends including:
- weather charts
- Birthday Charts
- Sharing Session Rosters
- Days of the Week & Months of the Year
- Maps
- Educational Posters.
I believe that all of these things are important considerations however
in response to laying out an engaging Early Childhood classroom space, I
particularly like Reggio Emelia’s Approach to a classroom environment.
Reggio Emelia’s approach (Learning and Teaching Scotland,
1999) recommends:
- Arranging rooms openly so children can move freely through the space.
- Using multi-functional furniture that is functional for younger children (height appropriate).
- Incorporating screens as space dividers or to create shadow stories/pictures.
- White walls, naturally lit rooms; many adults misconceive that bright colours are favoured by children; colour should come from the children themselves. (Learning and Teaching Scotland, 1999).
- A definitive difference between ‘outside’ and ‘inside’
Department of Education and Training Australia Classroom Layout tips:
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| Reggio Emelia Inspired Indoor Classroom. (North American Reggio Emilia Alliance, 2015) |
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| Reggio Emelia Inspired Outdoor Classroom. (North American Reggio Emilia Alliance, 2015) |
Some useful classroom layouts are featured in below [figures 1 & 2] and some handy tips to set up an Early Childhood Classroom.
Handy Websites to assist in setting up an Early Childhood classroom:
Department of Education and Training Australia Classroom Layout tips:
5 Handy tips to set up a Reggio Emilia inspired classroom: http://missreggio.blogspot.com.au/2013/05/5-tips-for-setting-up-your-classroom.html
How to use space and create interesting learning spaces for play:http://www.preschool-plan-it.com/classroom-design.html
Reggio Emelia’s Approach to Early Years Education: pg. 17-19:
Examples of Classroom Layouts:
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(Brown, 2002) [Figure 1]
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