Environments that inspire young children

[R. Isbell]

For the next week we will be discussing how to create amazing
environments for young children. We will talk about elements of the
classroom that encourage young children to think, solve problems,
develop language , collaborate and expand their experiences. We will
identify design features that make the environment inviting and and
supporting of young children's way of learning. Each day I will post
a new question for us to talk about and share our ideas.
This is an exciting opportunity for me to talk with you, learn about
your work, and share interesting elements you have included in early
childhood classrooms. Tell me about your design of special places--or
pose questions that you would like for us to discuss that relate to
environments for young children.
R.Isbell

[kmgfinearts]

I have two related items: how do we create rich outdoor environments
which nurture our children's relationship with nature and what sort of
materials can we create that will bridge that learning to more inside
activities during the winter months when it might be too cold to spend
much time outside? I'm drawing on Richard Louv's research which
suggests that nature helps calm children and might help children with
ADD.

[DonReggie]

I was listening to public radio station and they had an author of a
book about insects and how they outnumber the homo sapiens. I would
recommend discovering the insect world once outdoors and then have the
student build an ant farm. The student can make a book collage of all
the insects found during the summer and they can share the stories on
each insect.

[R. Isbell]

Outdoor environments are often neglected---and they can be so valuable
for young children.
They are calming and also help children to appreciate the natural
things in their world. Denmark, Finland and many other countries have
wonderful outdoor areas and children play in the forest, build bridges
with wood, and ride their trikes there. They even have farm animals
such as chickens and rabbits.

[R. Isbell]

On May 16, 5:33 pm, DonReggie <DonReg...@aol.com> wrote:
> I was listening to public radio station and they had an author of a
> book about insects and how they outnumber the homo sapiens.  I would
> recommend discovering the insect world once outdoors and then have the
> student build an ant farm.  The student can make a book collage of all
> the insects found during the summer and they can share the stories on
> each insect.
>
> On May 16, 4:22 pm, kmgfinearts <kmgfinea...@comcast.net> wrote:

> Insects are certainly very interesting to young children---especially those they see in their environment. Your ideas for building on this interest are great. These activities would nuture creative thinking as they compare the insects, discover were they live, and what they eat.

>
> > I have two related items: how do we create rich outdoor environments
> > which nurture our children's relationship with nature and what sort of
> > materials can we create that will bridge that learning to more inside
> > activities during the winter months when it might be too cold to spend
> > much time outside? I'm drawing on Richard Louv's research which
> > suggests that nature helps calm children and might help children with

> > ADD.- Hide quoted text -
>
> - Show quoted text -

[ToniB]

At my former location, we had a VERY small and uninteresting
playground. Barely big enough for one classroom to play on. Blacktop
and pea gravel were the only surfaces and of course play equipment was
minimal due to space constraints. I currently enjoy a large park like
environment with grass, bike path with textured surfaces, trees,
rubber mulch, and other hard surfaces for games, riding etc. Outside
of our fenced play area we also have a garden and additional trees and
grass areas. Although, I so appreciate the size and natural setting
of our current playground. I would be up for any simple and
inexpensive ideas of other ideas to add to our surroundings. I've
tried bird feeders and bird houses, but the birds don't seem to want
to be around the kids. Any other ideas?

[Daf]

When I think of environments that inspire young children, I often
think of learning environment that possess all of the essentials:
dramatic play, art area, music, water and sand tables, creative
writing center, and manipulative toys. Because of children’s learning
capabilities, their environment has to be designed with many
opportunities for exploration. The environment is how children make
sense of their world. Sharing stories and asking open ended questions
is an excellent way to start young children to think. As an educator
reading to a child individually, in a small or large group, has the
same fundamental effect, building interest in books and building
vocabulary, while leading by example and modeling means of
communication both verbal and non verbal. Reading (a library of
books), communicating and writing are all components of developing
language. It is also suggested that educators be enthused about
children learning and encourage children to interact with one another
while in groups.
Having many roles, such as educator, observer, supporter,
facilitator, follower, and leader, supports children creative thinking
and problem solving goals. Games, puzzles, discussions, literature,
and projects are a wide range of activities that inspire creative and
critical thinking in children. Child-centered, child-initiated problem-
solving activities also play a vital role in developing children’s
ability to think and learn.
Talking about expanding experiences, recently my grandson visited
me and I discovered a science project that he had left behind. He had
gotten an egg out of the refrigerator and wrapped the egg in a towel
to hatch. My guess is that in his school, a bird has laid eggs, and
the eggs hatched, and he wants to repeat the wonderful learning
process he has experienced. I’m really grateful that my grandson
shared this experience with me.

[Tiffany]

With creating interesting creative environments, I have often seen a woodworking center. I have never personally had one in a classroom. The idea scares me, honestly. Do you know how this can be done safely? I have incorporated the use of tools and wood into the classroom but never as its own fully functioning woodworking center.

[R. Isbell]

You have certainly identified many postive features of an environment
that nurtures children's development. The center areas you identified
are great places for small groups of children to create roles, develop
sequences, talk together, colloberate, and participate in extended
play. Through out the day and in each of these centers there are many
opportunities for integrating literacy. For example, in a restaurant
center children can make signs, "read" recipes, create menus, and take
customer orders. Books about restaurants and cooking can also be
included. These literacy experiences relate to the children's play and
are meaningful for them because they are participating in the
process.
Reading to children and telling them stories provides the material
for discussion, creative problem solving, drawing conclusions, and
comprehending the content. Telling stories also stimulates visual
images as children are able to "see" the story in their minds as they
listen to the words of the teller.

> > R.Isbell- Hide quoted text -

[R. Isbell]

Hi Tiffany,
The woodworking center is an excellent addition to an early childhood
classroom. This would be a changing center that would come into the
classroom for 2-3 weeks or until the children lose interest. Some
things that will help make it work are to select the tools carefully
and to be sure they are safe but function effectively. If you feel
uncomfortable at first, you could begin with large styrofoam pieces
that can be used to build with golf tees holding the structure
together. You can also add wood pieces, glue, and clamps for
beginning experiences. Our woodworking center was especially effective
when we added one adult to the area who had some carpentry skills. For
instance we had an amazing grandfather, of one of our children, who
came to Center time when this area was in operation. He assisted the
children in using the tools, made suggestions, and supported their
efforts. One day when he was in the Center---I commented to him "You
are certainly a brave man, holding the nails for the children to
hammer.” He laughed and said " When you have been hammering and
hitting your finger as many years as I have----the little taps are
nothing!” The addition of a kind senior also provided a unique
opportunity for the children to appreciate the skills of an older
person. This is a high interest area which provides many
opportunities to develop motor skills, new vocabulary, problem
solving, and working together on a structure. I think you will find
that woodworking can be a real learning experience for you and the
children.

[ToniB]

Woodworking has always been a "scary" area for me as well.  I have done the Styrofoam and golf tees, but was afraid to go further.  I appreciate the idea of the clamps and glue.  So simple, but yet I never really thought of that.  I was stuck on the hammer and nails.  I have also had several pieces of wood with pre-drilled holes and a bunch of screws or bolts.  My autistic children absolutely love this activity and will sit for extended periods of time working on it.  I can certainly see this as an area outside for children to enjoy under a nice shade tree too.

[R. Isbell]

What Learning Centers are you using in your classroom now?

[Barb]

Hi Tiffany!
When I was teaching, I had a woodworking table and would start by
using the styrofoam, golf tees, wooden type hammer and safety glasses.
I would introduce these materials in small groups, pass them around
and we would explore and talk about them using open ended questions.
Then they would be put on the bench and used for a couple of weeks or
until I could see it was time to introduce the next materials which
would be a real hammer, soft wood, nails and a clamp. We would again
explore these materials in small groups with questions and talk about
safety. Eventually drills, screws and saws were added to the work
bench. I never had a problem with using real tools with children (I
did have some years where, due to the makeup of the class, we did not
get past the golf tees). It was a learning center that generated much
interest and fostered cooperation as children worked together on their
projects.

This discussion has inspired me to think about starting a workbench
for my granddaughter!

[Tiffany]

Thanks, Great ideas! All I have ever had for "wood working" in a
preschool classroom is a plastic tool bench and plastic tools and
props. This did not allow for any tangible object to be created. I
really like the idea of starting off with styrofoam and golf tees with
the help of a volunteer. Other centers I have had are pizza parlor,
pet shop, beauty salon, and post office. I have extended dress-up/
house keeping to be a red carpet gala, wild west adventure and grocery
store. I like to revamp one center a month and then weekly change
pieces in a center to maintain interest and broaden experiences. Now
as an administrator I find myself looking at environments that
teachers have created and once in awhile wondering what exactly is the
desired outcome? or concerned that the "presentation" of the center
could be improved from an aesthetic perspective and even a better
functioning one. Just like some adults decorate their homes
beautifully, some teachers have that talent in their classroom and
some do not. Does anyone have any ideas on how to teach teachers to
create a beautiful, interesting, organized center?

> > own fully functioning woodworking center.- Hide quoted text -

[R. Isbell]

We have found that working with the individual teacher and finding a
area/center that she would like to improve or add works best. This
allows them to identify the area without making them feel that their
space is not good. Helping him/her think about this specific space in
new ways and assisting through the process provides them needed
support. This shared improvement often provides the stimulus for
thinking about other parts of their room and changes that could made.

> > - Show quoted text -- Hide quoted text -

[ToniB]

We have just added 2 new areas to our center.  They will be mobile from classroom to classroom to keep children interested.  One is a Pizza Parlor complete with the checkered table clothes, ordering pads, menus, pizza boxes from the local pizza shop, aprons, chef hats etc.  We have a trip to the restaurant planned during the summer.  They plan to allow the children to make their own pizzas and then they will be cooked to enjoy.  We will have opportunities for language, math, science, etc.  We were able to purchase the props for this project with fundraiser monies earned from selling cookie dough.  Another area we will use in the coming months is our Post Office.  We are within walking distance of our local post office which will kick off our project.  We again were able to purchase excellent and sturdy props for the area including a mail bag and costume.  We have laminated envelopes addressed to various familiar locations and a mailbox will be set up at other classrooms and admin offices throughout the center.  We hope to set up a mini "pen pal" program from room to room.  Yet to be created is our grocery/market area.  We will incorporate this one as our garden produce begins to be ready to eat.
I also would mentioned that one of my staff made an igloo during the winter out of gallon milk jugs.  It was huge with room for 4-6 children inside.  It actually was suspended from the ceiling rather than being supported on the floor.  Kept it much sturdier for much longer.  The area was filled with cozy throws and when the light filtered into the area through the jugs, it created a very warm and relaxing atmosphere for reading or just "taking a moment."

[ToniB]

I definitely find this to be true in many different areas besides just creating environments.  You have to have the "buy in" from the Teacher in order to make a project work to it's best potential.  Once they are enthused and excited about the project, they will develop and expand it beyond your expectations.  If you assign something that they have no interest in....you won't get the same outcome.

[R. Isbell]

The center ideas you have mention are excellent. I like the way you
tied the center to concrete experiences like visiting the Pizza
Parlor---and the materials were carefully selected to support their
play. You have identified a way to have more variety in centers by
sharing between teachers. In this way several teachers can contribute
props and materials to the traveling center. The igloo is a creative
idea---I have never seen this in a classroom. In our area, a camping
center is very popular because many families hike and camp in the
mountains. We always try to add literacy possiblities for the
centers. For example, in the camping center we add maps, first aide
kits, books about camping, and small pads/pencil for writing about the
experience.
One thing I would further suggest is having a time for the children to
share what they did in the Centers each day. The children are
involved in such interesting play---and they need time to share what
they have done.

[Tarah]

I want to share some ideas about Tiffany's questions on teaching
teachers to create beautiful, interesting, organized centers. I agree
with Tiffany that some people will have a natural gift for creating
beautiful environments while others will have to work at it a little
more. Something she said also struck me. She wondered what the
teacher’s intent was. I think that is a great discussion to have with
your teachers when you meet with them. Maybe ask some questions about
their room to get them thinking about their environment and to become
more intentional. Here are a few possible questions. What is your
intent with a particular area of the classroom? What areas of the
classroom do children use the most? Why do you think that is? Are
there any areas of the classroom that children do not use or rarely
use? Why do you think that is? How could you change that area to make
it more interesting? What area of the room would you want to spend
time in if you were playing in the classroom? Why? What areas would
you avoid? Why?

If they are struggling with this it might be a great professional
development activity for them to look at other classroom environments
either in your own center or at another center. Ask them to look at
the environment for a specific purpose. Tell them to observe to see
how children use the environment. Ask what areas they are drawn to and
why?

When I was a director, my program had many other administrators who
were familiar with the Reggio approach. Many of them had worked at
Chicago Commons. Our center was using the Creative Curriculum and we
were not going to change our curriculum, but we did take inspiration
from the Reggio approach. We met with teachers and talked with them
about their classroom environment. We gave them a variety of home
decorating catalogs and asked them to identify things they liked or
were drawn to and explain why. We used those discussions as a starting
point to make changes to the environment. We painted the walls in
neutral tones. We visited home decorating stores to find interest
inexpensive containers to use to hold materials rather than the
typical hard plastic containers that are found in many preschool
supply catalogs. We hung decorative shelves to display 3-D art work or
artwork in frames the ways you might in your own home. We used
materials and containers in ways that were different that the intended
purpose. It added interest and creativity to the classroom. It’s fun
to add something totally out of the ordinary to the environment and
wait to see who notices it. What fun discussions will follow!

> > - Show quoted text -- Hide quoted text -

[ToniB]

Camping is one of our favorites. We do journaling with most of our
activities and try to invite Parents in to join in the dramatic
experiences as well. I also found a store on my way home from
Leadership Connections by accident (Huntley Outlet Mall). The store
is called OOOOps. I have no idea if it is located in other areas or
not, but it is a small book store and on Saturday, everything was $5
or under. I bought about 40 coffee table books to go with our
centers. Everything from a picture book of Chicago, underwater
animals, atlas, Illinois guide to travel, to a recipe book with great
pictures for the house area. My husband hasn't let me take the Chicago
Picture book to work yet, because he's making a list places to visit.
The atlas and the travel book would be great additions to the camping
area. I also ask local restaurants if they would donate items for our
centers. I've gotten wrappers for hotdogs, placemats, pizza boxes, to
go containers, old maps, envelopes, bandaids, cooking hats (like from
Steak and Shake), restaurant order pads, etc. etc. Having the "real
stuff" always makes the experience more fun and interactive as well.
Usually they are more than happy to donate for the kids.

[Hadijat Shittu]

Hi ToniB,

 

It sounds like you have a great area for the children to really  get into their large motor activites.  It sounds like it's a local park area.?  To make it a liitle personal for the children I would plan a day to plant seeds.  This way the children can get a taste of nature in the making as well have something to connect with when they get tto the park.  Since you said it only grass I think if you could find a small area at the park to plant your seeds/flowers it will also beautify the area.

[Hadijat Shittu]

Hi Barb,

 

I like the idea of the camping area...I never thought of that before as a center.  I am truely getting a lot of great ideas from the discussions.  I am currently a Family Support Specialist at a Head Start program but these are definitely ideas that I could take back to the teachers to help them in their rotation of the different areas.  I don't know how much room you have in your classroom for the camping area but I think a sleeping bag or tent would be cool to add to the area as well.  It can also be an area where children can go if they are upset and need to calm themselves down, once learned how to, incorporating some social emotional development within the camping area.  Social emotional development is highly needed for the age group we serve.  I don't know if you are aware of the CSEFEL (the center for social emotion foundation for early learning) website but in your case you could definitely apply the "Tucker the Turtle" technique to your camping area to make it more meaning for the development of young children.

[Hadijat Shittu]

Ooops that reply was for ToniB sorry Barb

[Leticia]

I agree, outdoor environments are often neglected…children love the outdoor environment. I believe the outdoor environment is where children learn to discover who they are, and connect with other children. I feel it is an important part of their development.

[Leticia]

Hi Ms. R. Isbell,

I apologize; I am having some difficulties switching the "me" to my name "Leticia". I am not sure why it is

appearing as "me", I apologize, again.

 

[R. Isbell]

Leticia,
No problem. This is a new learning experience for me too.

[Hadijat Shittu]

Hi Tiffany,

 

As you know already I am not a  teacher or a director but what I have seen my director do during inservice days is have our Reggio consultant come in and aid the teachers in improving their environments.  The consultant brings in beautiful pieces and ideas that are made with simple  things you would not imagine, such as, tree branches, CD's, bottle caps, playing cards, sequence etc. and create amazing 3D art on canvas and hanging art.  The more practice your teachers get at creating art piece the more creative they will become. 

 

On the other hand some teachers just don't have that creative juice: (

 

How have you approached it in the pass?

[Leticia]

I think learning centers are beginning to study more what children actually need to have a better education. Child care centers are starting to create plans where young children can actively engage in meaningful learning, children can work independently, and they can work in a more peaceful working environment that is conducive to small group instruction. I also think that learning centers are

starting to record children’s work and reflect on their efforts, learning center are creating more sensational and literacy centers.. 

The learning centers that I have experienced are still using an instructive form of a method whereas many opportunities are not available to children to explore independently and discover themselves better. I do see some change within the education field that is moving forward with forms of creative teaching methods for young children.

 

[R. Isbell]

We know that children learn best when they are actively involved in
things that interest them. They also need a variety of materials and
the opportunity to make choices. Many of you have shared wonderful
ways to create these nurturing places where children are viewed as
capable and their ideas valued.
Let's continue to learn about effective environments that are
specifically designed for the way young children learn.

Today is the last day I will be leading our discussion. If you would
like to continue our talk about any of topics--please email me at
isb...@etsu.edu
Rebecca Isbell