1. Re-imagining our spaces
Dr. Amber Reed
Indiana Wesleyan University

2. Being re-imagine-rs
“Parent as First Teacher” “Importance of Early Childhood Education” “Care on Demand” “Relationship-Centered Care” “Role of Play as Development” “Emergent Literacy” “Developmental Domains”……

3. Significance of space Health for Safety Guides Behaviors
Inspiration/Exploration
Pivotal Curriculum Piece
Environment as Third Teacher

4. When children feel comfortable in their physical surroundings, they will venture to explore materials or events around them.
-Anita Olds

5. The spaces we inherit
Few of us will have the opportunity to design our own centers from scratch….
Most of us will inherit one of the following:
*Cast-Off Spaces (ex: cheap and empty)
*Secondary Sites (ex: churches)
*Converted Spaces (ex: “this used to be….”)

6. planning of places: the messages of design

7. Let’s begin….. Take a minute to sketch your space

8. Use of space: Guiding questions
How do I want the children to use this space? How does/will the environment promote learning in all content areas? How does/will the environment promote developmental domains? What child development, learning theory, or philosophy might guide my decision-making?

9. Learning centers BEWARE OF PINTREST QUALITY OVER QUANTITY
Balance of Long-Term vs Rotating
Independent vs Dependent
Materials Matter
--Real Objects
--Open Ended Materials
--Developmentally Appropriate
BEWARE OF PINTREST
QUALITY OVER QUANTITY

10. Novel vs familiar
-Learn the Art of Editing & Rotation -Remember the Child’s Eye -Remember it is child- centered -Think about level variation -Think about texture variation -Parallel the home environment

11. RE-IMAGINE YOUR LEARNING CENTERS…. SKETCH & LABEL

12. Messy vs dry Messy is a MUST! Promotes sensorimotor Hands-On, Minds-On
Examples:
Sand & Water/Sensory Tables
Painting Easel
Art Station

13. Re-imagine your messy & dry spaces….. Sketch & label

14. Noisy vs quiet Why? Noisy beside Noisy & Quiet beside Quiet
-Higher noise level is concentrated to a particular section of the room
-Places areas together that need more teacher supervision & support
-Must provide children spaces to be “alone” & regroup

15. Re-imagine your noisy vs quiet spaces…. Sketch & label

16. The most neglected and misunderstood dimension of the planned curriculum is the creation of an environment or setting in which education is to take place. -Blenkin & Whitehead

17. PATHWAYS VS BOUNDARIES
Make it Visible
Think of Supervision
Transparency to make connections
Allow flexibility for materials to move
Consider Common/Open/ Gathering Space Transitions
Consider the size of the space…(ex: Noisier spaces tend to need larger space)
In & Out of Room Must be Maintained
Between Centers
Material Storage & Access
Try to Avoid “Walk Through” Pathways

18. Re-imagine how you might create boundaries…. Re-imagine pathways…
Re-imagine how you might create boundaries….. Re-imagine pathways…. Sketch & label with dotted lines & arrows…

19. Don’t forget the basics
EATING
TOILETING/DIAPERING
SLEEPING
COMFORTING

20. Re-imagine your basic needs areas…. Sketch & label

21. What makes a good space? Predictability Clear Paths to Activities
Well-Defined Boundaries
Enough Opportunity for Movement
Freedom for Exploration
Privacy
Variety
Open-Ended Complexity
Flexibility
Varied Levels of Stimulation
A Supportive Environment
The Right Amount of Empty Space
Inviting, Welcoming, Home-Like
Memorability
(Community Playthings)