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

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

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

4. Environments Transition with Child Development

5. 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?

6. 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.

7. 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!

8. 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

9. Example Writing Area

10. Open or Closed?

11. 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.