This is an idea that has been in my mind for the past year, percolating and trying to become a fully formed question. I am entranced by the manifestation that the idea of environment as a third teacher has taken in the form of beautiful activities set out at centres. I am inspired by the beauty of the many such centres available for viewing on the internet. I am captivated by the power of aesthetics and the idea of creating something that will entice children to explore, to create and to think with the materials laid out in a manner that inspires, attracts, and engages.
There is evident in many of these provocations a belief in listening to children and involving them in the learning, a desire to allow for their exploration and creativity and a desire to implement an approach of inquiry and emergent curriculum. I see the deep thoughtfulness of the educators as they respond to the children’s learning.
And yet I wonder…
What is the impact of creating such beautiful arrangements on learning? Will my presentation of materials make a difference in the learning?
Continue reading “If I ‘home-stage’ my provocation, will it lead to better learning?”
No, not a beautiful provocation but instead a picture of the real chaos that results from children deeply engaged in self-directed and exploratory play with materials – beautiful nonetheless.
Alison Gopnik, in her book The Gardener and the Carpenter, muses that children are designed to explore and that “the messiness of children makes a special contribution to human evolvability.” (p. 31-32) I take heart in this message, especially as I think of the creative energy and the jubilant manipulation and transportation of materials and loose parts I witness in my own Kindergarten classroom each day and the resulting chaotic mess of those materials that often results.
Continue reading “The Beauty and Chaos of Free Play”
‘Environment as the Third Teacher’ has become a common mantra in the early years community. As it has, beautiful classrooms, displays and carefully arranged invitations at centres have proliferated. Yet, is it all really necessary? What if we don’t have the money? or time? What is the intent behind it all?
Considering the environment as a third teacher has allowed us to think about the importance of the the environment in early years learning programs and that is crucial. There is no doubt that our surroundings have an impact on us and that in early years settings, they are of primary importance.
If, however, we want our environments to have impact, then it must be about more than decorating, collecting materials and following the latest Pinterest trend. We have to consider the intention and rationale of what we are doing.
Why are we doing what we are doing? How is what we are doing helping to promote and honour student learning?
Continue reading “Do I Really Need to Create an Aesthetically Pleasing Environment That Could be on the Pages of a Home Magazine?”
What does it mean to belong? This was my educator wonder at the beginning of this year. How can children learn from and with each other to establish positive classroom culture? How do their actions and interactions create the learning community and develop a sense of belonging amongst those within? How could documentation serve as a pedagogical tool to support this?
Continue reading “How Can Documentation Support a Sense of Belonging?”
While the beauty of the environments of the preschools of Reggio Emilia is renowned, and while the importance of environment is a critical component of the philosophy, the educational philosophy of Reggio Emilia preschool educators is about so much more than the aesthetic beauty of their environments. Many of us have been attracted to the aesthetics and seek to implement this idea in our programs, yet as I addressed in a previous post, to focus merely on surface belies the import and potential impact of the Reggio approach.
For me personally, it is the profound attention to and respect for the development of thought in young children that is the power of the Reggio philosophy.
Children learn by doing but also by reflecting on what they are doing. They go forward and pause, stop, go backwards. This all takes place in exchange with others…the process is never linear or made up of a predetermined sequence…[We need] not to understand what they have learned but how they have learned it, not the product but rather the process, the construction of knowledge with other children and how they learn to learn.
The Educators of Reggio Emilia, Canadian Study Tour to Reggio Emilia, April 2011
Continue reading “Will Adding Baskets to my Classroom Make me Reggio Inspired?”