when you let the room be a teacher

As an early educator, I take great pride in how my classroom looks. You may think that means how tidy and neat it is, but that is not always the most important thing! Designing a supportive environment means look at a lot more then just how neat your classroom is! The environment a child spends his time in is shaping him almost as much as the teacher her self, or even as much as the child's genes! In the document "Infant and toddler spaces: design for a quality classroom" they discuss eight considerations for quality infant and toddler classrooms. They are: safety,heath, comfort, convenience,child sized space, flexibility, movement and choice. When reading this article I thought about my own classroom, and if it met those needs. I believe my centre has met these considerations plus more. Our classroom is a constantly evolving room. My co-worker and I are eager to to keep our classroom fluid and changing, as the children do. Those eight considerations are not the only important things in a young child's learning environment though. I feel you must also create a space that's inspiring and engaging for the children to learn. There is a book we discussed in class that's called "inspiring spaces for young children" by Sandra Duncan et.all. This book has many great photos and ideas to get your wheels turning and help you to create a meaningful classroom. They have seven principle to guide people in creating inspiring spaces:

1. nature inspires beauty

2. colour generates interest

3. furnishings define space

4. texture adds depth

5.displays enhance environment

6. focal points attract attention 

Since taking this course I have made many changes in my classroom with the help of my peers. We have added more nature into our classroom, with pine cones, shells rocks and bark for children to touch and explore. we have added large branches hanging from the ceiling to bring the ceiling down to their level as well as more spaces to hang interesting things. We have reduced the amount of colour drastically simply by replacing a lot of our toys with wooden toys and furniture. The spaces in our classroom have been reorganised so to allow more spaces for children as well as better flow of the classroom. We have added texture through the use of more fine motor manipulatives, fabric and draperies and more sensory stations. Our displays before were mainly of the children's pre-cut shaped crafts, and now are of meaningful documentations of their learning. We have also created focal points in our classroom to direct the children's attention to activities they might be interested in. one of the focal points right now is a light table with gel shapes on it, a low hanging curtain invites the children into this quiet space. 

     Another aspect of a supportive environment is children who have extra needs. Teachers need to be mindful of all children in their care and insure every single child can participate in the whole program meaningfully and with intent, no matter the need of the child. In class we were told of a lab that is creating amazing things out of practically nothing, I mean cardboard and glue! that are changing the lives of the children they touch in profound ways. This lab engineers each piece of equipment for a specific child. its not one size fits all. The lab is called "adaptive design edge lab". I encourage you to check it out for yourself. I do not have any children in my classroom with profound needs, however I still could stand to change a few things.
      I am much more aware of the environment the children are spending their days in and I feel I am much better able to enjoy the time with the children in these spaces. There has been a large change in the children's behaviour since we have changed some of the space as well, and I'm hopeful with more change, the children will continue to react in a positive manner.  The classroom should be thought of after all as a living evolving thing, and no two classrooms should be alike.