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The Learning Environment

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The Learning Environment Age-appropriate pedagogies Age-appropriate Pedagogies in the Early Years The learning environment As part of teachers’ decision-making processes The social environment they are encouraged to use a range and balance of pedagogical approaches when planning learning Building positive relationships with each young opportunities that promote active engagement, learner and their family sets the foundations for deep learning and positive dispositions to learning. an environment of trust and respect to flourish. Teachers are also encouraged to reflect critically on Encouraging relationships to develop between the relationships between the learning environment learners, and promoting respectful relationships and their practices. The organisation of the learning with all members of the school community supports environment, the expectations teachers set, the young learners to develop a sense of belonging. routines, and ways of interacting with young learners Feeling safe and supported is integral to the reflect teachers’ beliefs and values shaping the wellbeing of all learners. classroom culture that is established (Curtis & Carter, 2008). The culture of the classroom is instrumental The social environment: in influencing the dispositions that young learners Teaching suggestions develop to learning. Building a supportive classroom climate takes time To maximise learning possibilities and positive and flexibility as routines, expectations and accepted dispositions to learning, priority is given to creating ways of interacting with peers and adults are learning environments that are motivating, engaging, established and maintained. flexible, inviting, challenging and supportive for • Discuss daily routines regularly so that young young learners. As part of this process early years learners develop a sense of routine and know teachers deliberately, purposefully and thoughtfully what to expect. Use of a daily timetable provides make decisions concerning the construction of the visual cues for young learners about what is social, temporal and physical environments. happening throughout their day ‘The environment is the most visible aspect of the • Look for opportunities to promote and work done in schools…It conveys messages that acknowledge positive behaviours when young this is a place where adults have thought about the learners are observed demonstrating empathy, quality and the instructive power of space…’1 kindness and concern and helpfulness towards peers. • Promote a ‘can do’ and ‘have a go’ attitude where young learners feel confident to try new experiences and try again when experiences don’t go according to plan. Teachers can model 1 Gandini, L. 2002 in D. Curtis and M. Carter (2003) Designs for living and learning, Age-appropriate pedagogies: Event-based approach 1 Transforming early childhood environments, p. 13, Redleaf Press. this attitude through ‘think aloud’ strategies for • What strategies are used to promote positive example, ‘When I try something new I sometimes interactions and collaboration between get butterflies in my tummy (identifying the young learners? emotion), then I tell myself, ‘You might need to • How are young learners encouraged to reflect on try this a few times before it gets easier and that’s their actions and the wellbeing of others? okay’ (acknowledging the feeling and identifying positive self-talk). The physical environment • Model ways to celebrate others’ achievements in Well planned use of physical space ensures that all aspects of the daily program. the learning environment is safe. Thoughtful use of – ‘Finn can you share how you solved the resources and space supports learners’ interests, problem for showing bundles of ten in invites curiosity and signals that young learners and your work?’ their families are welcome. Flexible use of space – ‘Milly thank you for sharing your pencils with promotes active, agentic and collaborative learning Zac that was kind. It shows him what a good and encourages learner engagement. friend you are.’ The physical environment of early years learning – ‘Layla used a capital letter at the start of her spaces may be characterised by: sentence, good remembering Layla’. • opportunities for young learners’ voices to be These examples use specific strategies including considered and reflected in the design, use and cuing young learners by name before identifying care of the space the action, behaviour or learning that is being celebrated. • opportunities that support age-appropriate risk taking, trial and error and challenge • Create opportunities for young learners to feel • areas for young learners to engage in individual, successful as part of classroom daily life in a small and whole group learning experiences that variety of contexts whether socially, physically, may be initiated by young learners, adults or a intellectually or emotionally. combination of the two • Model ways for young learners to relax, and • active engagement in the natural environment self-regulate particularly after each break to and sensory exploration. help them refocus and settle, for example, through relaxation exercises, songs, rhyme and movement. The physical environment: • Recognise that young learners respond to physical Teaching suggestions proximity, gestures and communicative styles Making decisions about the organisation of the in ways that reflect cultural values, experience, learning environment is more than a matter of and personal preferences. Adjust interactional decoration or the logistics of moving furniture. The approaches accordingly. choices made reflect the values of the teacher, and the perspectives held about young learners The social environment: sending messages about what teachers’ value. The Reflective questions organisation of the learning environment contributes to young learners’ sense of wellbeing, opportunities • How inclusive is the social climate of the for creative expression, developing independence classroom? and sense of self as a learner. – Does it engage all young learners? – What evidence do you have to support your Spatial layout of the room response? • Create flexible spaces in the classroom that • How are young learners encouraged to adapt to balance the need for quiet areas where young unexpected changes in routines? learners can process ideas, think and reflect with – What strategies do you have in place to physically active learning spaces support young learners’ capacity to deal • Establish a group gathering space that has with change? minimal visual distractions Age-appropriate Pedagogies in the Early Years: The learning environment 2 • Define classroom spaces using flexible • Store a range of different fabric textures, arrangement of furniture colours and lengths, baskets of wooden offcuts, • Provide spaces where young learners may leave and containers of small plastic animals near projects to complete over more than one session construction sets to expand possibilities for or day design with blocks. • Ensure that access to classroom areas is • Locate clipboards, felt pens and paper near uncluttered and consider students’ sensory needs centrally so that young learners are encouraged to (e.g. a learner with a visual impairment may find create designs, make lists and signs and record it difficult to see the page if the teacher is seated their thinking. This is particularly important for with their back to a window while reading a story) young learners who may be reluctant writers yet keen builders as it promotes the understanding of • Create inclusive learning spaces that reflect writing for a purpose. cultural diversity (books, puzzles, images, instruments, natural objects) • Select a wide of repurposed materials to support early mathematical understandings including • Consider the layout of the room from a young plastic milk bottle lids, paddle pop sticks, shells, learners’ perspective (e.g. by sitting on a chair or gum nuts, cards, small mosaic tiles, corks and the floor) and review the organisation in terms of glass beads, for counting, sorting, making potential visual/acoustic or sensory overload. patterns, measuring and creating designs. Promoting the aesthetic qualities of the learning • Stimulate problem solving through the selection environment means more than adding decorative of materials that young learners can use to join touches to a classroom. The careful selection, objects and connect linking parts for example, storage and arrangement of materials determines jute, ribbon, string, wool, pipe cleaners, how readily young learners interact with resources. paper clips, modelling clay, sticky tape and Materials that invite curiosity and engage the masking tape. imagination promote creative thinking. Readily accessible resources encourage young learners to be The suggestions provided are not exhaustive or agentic and clearly defined storage contributes to the prescriptive they are intended to act as a springboard care of equipment as individuals can see where to for teacher planning. When selecting materials to return resources when tidying up. use in the classroom their educational potential is balanced with the need to ensure the safety Invite young learners to contribute their ideas when of all young learners. Consider health and safety organising materials to support classroom learning requirements in terms of potential choking hazards so that the learning space reflects their interests (when younger siblings are in the room) and possible and perspectives. When deciding how to organise allergic reactions when recycling food
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