Designing Learning Environments for Children An Affordance-Based Approach to Providing Developmentally Appropriate Settings Janet Loebach Masters of Environmental Design Studies Dalhousie University, Halifax, Canada

Inspiration

Play Activities in Learning Environments

Designing Environments for Children Need to understand Perception of the physical environment Patterns of behaviour & interests Motivation for environmental interaction

The Physical Environment as Instrument Features and settings that are congruent with children’s environmental perception, behaviour and intentions

Children’s Functional Perspective

Affordances

Affordances of Children’s Environments

Gaps in Affordance Framework Attached object: affords sitting-on affords jumping - on, over, down - from Graspable/detached object: affords drawing, scratching affords throwing, digging, cutting affords building of structures Shelter: affords microclimate affords prospect / refuge affords privacy 1.Focus on active pursuits 2.Few affordances related to social interaction 3.Little recognition for affordance conditions or combinations 4.Little consideration for role of development in either perception or motivation

Developmentally Motivated Behaviour Development goals influence children’s interest and capability to engage in various play activities

A Developmental – Affordance Design Approach Providing features and conditions that are both functionally significant and congruent with developmental goals and capabilities

Environmental Competence “the knowledge, skill and confidence to use the environment to carry out one’s own goals and to enrich one’s experience” ~ Hart

Building EC: Younger Children

Building EC: Older Children

A Manageable Environment Balance between challenge and security Changes with developmental interests and capabilities: Degree of definition & enclosure Degree of visual & acoustic separation Scale Location

… for Younger Children Defined space within contact distance Small scale Partial enclosure or implied boundaries Low dividers, cabinets, walls Transparent screens, railings Bounded by columns, curbs Changes in floor level or mtl Lowered ceiling Scaled for 1 to 5 children

Supportive School Settings Vensterschool Yeshiva Elementary The Netherlands Milwaulkee, WI

Supportive School Settings Bombeck Early Learning Centre Dayton, OH

… for Older Children Well defined space Partial to full enclosure Control & Choice Visual and/or acoustic barriers Scaled to child or group Full walls, enclosed nooks Small apertures Out of circulation path Distant ‘places’, ‘Outposts’ Opportunity to create own place

Supportive School Settings Wildwood SchoolGatewood Academy

Supportive School Settings Apollo Schools The Vensterschool The Netherlands The Netherlands

Loose Environments Suggestive qualities Multiple affordances Can be interpreted according to needs or interests of the child

Implications Value of the framework Limitations Where to go from here?

Thank You!