Week Five: Early Years Learning Environments

Reflection 

In learning about the importance of space and creating a dynamic learning environment in the classroom, Louise framed the intentionality behind the design of an early years learning space and discussed precisely how this space is communicated to children. The Reggio Emilia philosophy understands the pedagogy, architecture and power of aesthetics in the design of play space4. It is essential the learning environment compliments a lesson and enhances student engagement through quality resources (open-ended), classroom displays and areas that are designed to encourage dramatic play and acts as a third teacher4.

     (Dunn, 2005)

The following steps are developed to introduce students to a range of literacy experiences within a dynamic learning space and has given me a practical understanding of how the environment can be altered to enhance learning1:

• Select a play context with opportunities across the full range of literacies  
• Develop a shared understanding of the fictional or real-world context to be explored in the play space using the teach-in-role strategy
• Involve the children in the process of designing the play space    
• Plan for play: including the facilitation of discussions around the what's up factor
  

From our reading material this week about natural, unstructured play spaces, I have learned that where children are spending more of their time in the natural environment they are shown to engage in more creative play, have improved school attendance and enhanced motor skill development2,5. The opportunity to use the natural environment and harness children's interests and curiosity in learning is an interactive and supportive way to foster children's intellectual development and strengthen their social partnerships with peers2. 

Within the classroom, flexible spaces that can be changed to suit the learning needs of students will be a focus in my own teaching. I want to engage students through an intrinsic motivation to participate and create their own dynamic classroom space for play as well as learning. 

Bibliography:

1. Dunn, J. (2005). Building drama worlds, Four steps to creating literacy rich dramatic play environments. Every Child. 11(2).

2. Galizio, C., Stoll, J., & Hutchins, P. (2009). We Need a Way to Get to the Other Side! Exploring the Possibilities for Learning in Natural Spaces. YC Young Children, 64(4), 42-48.

3. Gandini, L. (2012). Connecting through caring and learning spaces. In C.Edwards, L. Gandini, G. Forman (3ed Ed.) The hundred languages of children: The Reggio Emilia experience transformation (pp.317-341). Santa Barbara, CA: Praeger. 

4. Phillips, L. (2013). Week Five: Early Years Learning Environments[Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

5. Walsh, P. (2006). Creating child-friendly play spaces: A practitioner's perspective. In B. Gleeson & N.Sipe. Creating child-friendly cities (pp.136-150). New York: Routledge.