Environment: The Third Teacher
Learning Environment: Summary
A learning environment encompasses multiple learning spaces–built and natural, outdoor and in, formal and informal.
Students actively participate in the design and co-construction of learning spaces including the learning opportunities that occur within those spaces.
Learning spaces are flexible, inviting, and engaging.
Learning spaces affect and reflect values and beliefs about learning by
Promoting learning processes in which children are engaging with another and with objects of interest, exploring in a focused manner, constructing and representing understandings.
Communicating the identities of the children and the image of the child.
Inviting children to take multiple perspectives and make multiple connections
Promoting a sense of well-being in everyone
supporting a constructivist and social-constructivist (Vygotsky 1978) approach to learning and teaching.
Being multifunctional, emphasizing personalization of learning, promoting independence and engagement.
Source: ibo.org | We Are All Explorers: Learning and Teaching with Reggio Principles in an Urban Setting. p. 84.
Co-designing Learning Spaces
Kath Murdoch and Anne van Dam explore co-designing learning spaces with children. Co-creation and student agency are ways to give children ownership and direction in their learning and put them in the driving seat of their learning.
A collaborative Learning Space
Just Because it Looks Nice Doesn’t Mean Learning Can Happen
The author, Joshua Barr, states, "...that having an attractive environment is not the main objective or results in high quality play/learning. The truth is a kindergarten in play is a little messy, a little disorganized and a process based environment. Social media pictures and videos often stick to showing the before (children engage with the environment and materials) and leave out the during and after images."
Making the Most of Your Classroom Walls
Designing an Inviting Classroom - ASCD Video
Telling the Story of Learning in Displays of Student Work
By sharing photographs, objectives, and samples in hallways and on bulletin boards, pre-K educators can shift from decorating to documenting learning—and both students and families benefit.