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I am a chronic article, research paper and avid journal collector. I save every issue of Young Child journal, which is published by NAEYC. Back in ‘06, there was an article about setting the stage for play and I don’t remember much about the article other than the pictures. The pictures really spoke to how important it is to create a space for young children….a space that inspires creativity and play.

Since that article, I have had visions of creating a similiar space, a woodsy, natural space but due to fire codes and regulations many of my dreams were not possible until very recently. Now that I am home with my girls, I can create a space that really reflects my beliefs and the interests of my children. I also began researching some other ideas about space and the indoor environment, like setting up a nature table for children to collect found objects.

Here is the article I wrote as part of our curriculum. (Oh and I apologize if this blog is beginning to become more about home schooling, but this where our life is going at this moment.)

Setting the Environment
 

Our belief about the natural world, respecting the environment and keeping our footprint on this planet to a minimum affects our decisions when creating an indoor environment for our children.

 

The physical space of the playroom is very important.

 

Wendy Shepherd and Jennifer Eaton wrote a very articulate article entitled Creating Environments That Intrigue and Delight Children and Adults.  We are using this document, as well as information gleamed from Reggio Emilia and Waldorf educational pedagogy.

 

• Environment is a living and changing system.
• Environment is the third teacher.
• Commercial images of childhood are discouraged/eliminated.
• The arrangement of the environment should move children to a higher, more complex order of thinking.
• The environment presents a peaceful place for children to learn. (taken from Creating Environments for Peaceful Problem Solving.)

 

 

The Following characteristics are always in the back of our mind when planning the environment:

q      Attention is paid to color, design, shape, form and function.

q      Cultural objects such as wall hangings, fabrics and other items.

q      Area if well maintained and decluttered so it does not detract from learning.

q      Natural elements are displayed in real containers to highlight the pattern, shape, texture and color of the element.

q      Natural elements should include air, water, fire and wind.

q      Toys are natural when at all possible.

q      Materials are easily accessible to the children.

q      Lighting and mirrors are used to help reflect light and creating the mood of the environment.

q      Children offer suggestions and insights into the environment.

q      Sensory materials are included. These are helpful as they allow children to express their emotions in a safe way.

q      Soothing music

q      Posters or pictures depicting all emotions.

q      Rainsticks as well as instruments to produce a place of loud and quiet.

 

Another important element in planning the environment is in providing the best play materials. Good toys are complex in nature; they focus the child’s attention constructively for long periods of time. Areas of play should be combined when the child shows interest. This means that the housekeeping and block area can work together as well as the art and science area. Avoiding the urge to tell children “no, that needs to stay in that area” is hard for adults who enjoy a sense of order but not necessary for children. Children learn best when they use all of their senses, and engage multiple areas of the brain. (see multiple intelligence theory)

 

 

Still another part of the environment that may be over looked is the adult’s interaction with the child and the environment. Alfie Kohn, an early childhood professional who speaks to positive discipline, emphasizes the importance of how and what an adult says to child affects the child’s growth and development. (see Five Reasons to Stop Saying Good Job and Principles of Unconditional Parenting.)

 

13 Principles of Unconditional Parenting

1. be reflective
2. reconsider your requests
3. keep your eye on your long term goals
4. put the relationship first
5. change how you see, not just how you act
6. respect
7. be authentic
8. talk less, ask more
9. keep their ages in mind
10. attribute to children the best possible motive consistent with the facts.
11. don’t stick your no’s in unnecessarily
12. don’t be rigid
13. don’t be in a hurry

 If you would like to print or share this article, please due but please give credit to Karen Taverna. Thank you.

Posted on July 5th, 2007 by karen
Filed under: Uncategorized