Learning Environments + Behaviors (Center Areas)
Learning Environments + Behaviors (Center Areas)
“Space speaks. Even though we cannot hear the classroom’s walls or floors talking, the equipment conversing, or the learning materials chattering, they are, indeed, speaking to us. They are telling us how to behave, act, react, engage, and even think. The space is whispering “run” or “pause and linger for a while.” Not only is the space speaking to our physical beings, it is speaking to our emotions and our senses.” Sandra Duncan
Last week, we discussed cutting down the “noise” in the classroom by focusing on what we place on our classroom walls. This week, we will explore center areas and how we can create a learning environment that supports the needs of the children in our care.
More things in our early childhood environments should be set in sand, not stone. Our learning environments should be treated as living, breathing organisms that adapt and change to meet the needs of the community occupying the space. If your students LOVE building, make the block center bigger! Give them more space, which allows for freedom of movement. The children don’t need perfection—they need to feel like the space belongs to everyone.
I also believe that programs that don’t allow teachers to move furniture in their classrooms or rearrange center areas are doing a disservice to the entire classroom community. Programs with this policy are basically saying they don’t trust their teachers and aren’t interested in genuinely meeting the needs of the individual children within the classroom community. Y’all, it’s 2024. We should absolutely be valuing early childhood educators and trusting them to make the best decisions for the children in their care.
Okay, with all that being said, let’s get into the details of setting up your learning environment.
Remember in the last post, I shared that it helps to see your learning environment as a home. When you move into a new home, you envision where furniture will be placed. You also decorate your house over time, adding pieces that have meaning to you and your family.
Let this quote from the book Rethinking the Classroom Landscape help you paint a picture: “If we keep this in mind, our classroom design will reflect the entire community of learners. It becomes important, then, to regard the land-scapes of our classrooms as blank pallets—somewhat like theater stages—where children perform and act out their daily lives. The children are the performers, and we are the stage directors. It is our responsibility, as effective stage directors, to offer authentic props and materials designed to transform children’s creative play into intricate stories of their lives.”
When you start the new school year, you want to have an organized space that is warm and welcoming. Step outside your classroom door and then walk in with a fresh start in mind. Imagine what the space would look like if you moved the block area to a corner spot. Could you add mirrors to the wall in that space so the children could see their buildings from a different point of view? Pull the shelves out and move them around. Stand back and imagine the space with the children engaged in play. Remember, this new classroom design can be temporary. Give yourself time to observe the children and then make changes when necessary.
I understand that many accreditation models require certain materials in each center area. I certainly have my thoughts about this, but I know that while we can’t change the system, we can change the way we work within the system. When you add materials to each center area, I want you to remember that less is more, especially at the beginning of a new school year. Cleanup time is stressful for everyone in the classroom community. Learning where materials go during the cleanup process is easier when there is less to put away.
When I place materials in the center areas, I do not just toss things on the shelves without thinking. I understand this process is often rushed because we are given limited time. Still, I want to ensure that the items I choose are purposeful. I also want to make sure the containers I place the materials in are durable and create a sense of home. This doesn’t mean you need to throw out all your plastic containers. Just mix in some containers made from other materials.
Blocks & Building
Instead of labeling the wooden block shelf with specific spaces for each block type, get some sturdy wicker baskets. During center time, the children can work together to place the baskets on the floor, place all the blocks in the basket, and then work together to put them back on the shelf. It looks homey and is so much easier at cleanup time!
The sound of wooden blocks hitting the floor can be overwhelming for many people. Try adding a thin rug or soft floor tiles that don’t hinder building but do soften the noise level.
Consider what loose parts might add to inspire creativity and wonder. Some of my favorite loose parts for the block area are large lids, pinecones, bark, tile samples, pool noodles (cut in different sizes), tree cookies, shells, stones, sturdy cardboard tubes, wooden rings, wooden balls, napkin rings…
Add some architecture books! Each public library usually has a space where they sell library books. This is a great place to pick up interesting books for your classroom.
To encourage writing and drawing, place a basket of small clipboards, paper, and golf-sized pencils in the block area.
Dramatic Play
Instead of adding pre-made dress-up clothes to dramatic play, add some colorful fabric, ribbon, and clothespins for children to create their own clothing.
Visit your local thrift store and pick up some real kitchen utensils, gadgets, and cookbooks.
To encourage writing and drawing, place a basket of small clipboards, paper, and golf-sized pencils in the block area.
Instead of adding pretend food to your dramatic play area, consider adding loose parts.
Add framed photos of the children and their families.
Science
View your science area as a science museum. Place empty containers on the shelves that the children can fill with all the natural “treasures” they find on the playground. Add magnifying glasses, tweezers, a mortar & pestle, measure cups, etc.
Add books that focus on the flora and fauna found in your area.
Math
Add a basket filled with your math concept books.
Children love messing about with calculators and adding machines. These make a fun addition to your math area.
Instead of purchasing plastic math manipulatives, add some natural loose parts.
Although young children use non-traditional forms of measurement they still love messing about with rulers and yard sticks.
Language & Literacy
Add fun writing materials like gel pens, scrapbook paper, and envelopes to this area.
Add books representing all children and families joining your classroom community.
I love to add board games that are missing pieces. This allows the children to create their own games.
Add kid-friendly comic books, magazines, and comic strips from the weekly Sunday paper.
Add a basket filled with coupons and scissors.
Art
Add items that the children can use independently—place them within their reach. For items that need to be taught, place them higher and bring them down when you are able to be fully present.
Add items like dried flowers, leaves, acorns, and other natural materials to inspire creativity.
Remember that young children need short and chunky crayons, pencils, and paintbrushes. They are easier for them to hold and manipulate.
Keep a few reusable and washable table coverings around. If they get messy, I take them outside and hang them over the fence. The kiddos are always happy to help scrub them with sponges and soapy water during outside time.
Want to dig deeper into classroom design? Check out these books:
Inspiring Spaces for Young Children
Rating Observation Scale for Inspiring Environments
Designs for Living and Learning: Transforming Early Childhood Environments
