The Environment as the Second Teacher Kristi Dominguez Bellingham Public Schools Washington State June 20, 2017

Strong P-3 Environments Consider: Child Development Voice Space Organization Furniture Open or Closed Schedule

It all begins with the child… Child Development Environment Adult Child Interactions Assess-Plan-Teach Curriculum

Environments Transition with Child Development

Whose voice is filling the space? “If you have 23 students, you only own 1/24th of the wall space.” -Margaret Mooney The physical arrangement of the room should allow children to see and easily move through all areas. Equipment and materials should be easily accessible, in a definite location, and clearly labeled so the children know where to get the materials and where to put them away. Environment is not just about desk arrangement. It’s about the layout, the spaces, the walls and the feeling one gets when they walk into your environment. Whose voice is filling the space?

Defining Common Spaces Whole Group Small Group Individual Spaces Choices Areas *The materials in each area are open ended. You are reaching students’ cognitive and creative spaces in the brain when you allow children to create their own learning.

Room Arrangement is Intentional Quiet Noisy Quiet Areas Library Writing Art Noisy Areas Blocks Home Manipulatives To accomplish this kind of learning, interest centers or work areas should be clearly defined. Care should be taken to arrange centers so that activities do not interfere with one another. Considerations for activity areas are: If possible, place the art area near the sink to allow for easy cleanup. Separate noisy and quiet areas (i.e. blocks away from the reading area.) Locate computer and listening areas in the quiet zone and next to electrical outlets Locate the areas and arrange furniture to allow easy visual monitoring. Social emotional Blocks should flow out into the whole group area. There should be a flow between the block and home areas. All areas are clearly labeled “Home Area” with accompanying labels for all items within the area that belong there! EVERYTHING needs to be at eye level for easy access!

Organization Matters The physical arrangement of the room should allow children to see and easily move through all areas. Equipment and materials should be easily accessible, in a definite location, and clearly labeled so the children know where to get the materials and where to put them away. Art high-learning low “A well organized environment with an abundance of interesting materials promotes learning in all areas of development.” High Scope 2009

Example Writing Area

Open or Closed?

The Environment Is Part of the Curriculum so Remember… The materials are open ended and based on development The schedule is based on child development Avoid an adult solution to a child’s problem Students can manage themselves and work anywhere, as long as they’re learning! It is the Freedom of Choice at all ages and stages! What is your bottom line? Students are offered plenty of appropriate and intentional choices during their day in so they can take ownership over their learning and take larger strides at becoming independent.