Do you have memories from your childhood of playing in particular environments? What was special? What sparked your imagination? Maybe it was the secret cubby house or the climbing tree, or your hiding spot where adults couldn’t see you, and you could watch them instead. How did these environments make you feel? Safe, secure, maybe adventurous?
The notion of the environment as the third teacher has become widely recognised, thanks to the Reggio Emilia experience, the range of nature programs available in kindergartens and the work of researchers and experts in the field of early childhood education. The idea is that it’s not only educators and families that influence a child’s learning, but also the physical space.
Much is written these days about the indoor and outdoor environment as a teacher and the significance of this. What it means in reality is different in every setting, as are the children, educators and families. In an indoor area, attention is paid to the aesthetics of the environment, the use of natural light, the calm, uncluttered and thoughtful use of space and the opportunity to bring the outside in. The significance of the outdoor environment is also well documented. The aim is to intentionally inspire wonder and awe, so the children are empowered to become more independent, choose their own learning materials and have a shared sense of responsibility for the sustainability of the environment and resources.
The environment is never just a backdrop to the curriculum; it is an integral part of it. The use of open-ended and natural materials with different textures and scents within aesthetically orderly spaces are key aspects that offer a sense of ‘surprise’ for children, sparking discussion and curiosity. These can be used as provocations within the space, and are made visible in the way the learning environments and various areas are set up. Children are often heard commenting on new or unexpected additions or changes in the different rooms, which stimulates their curiosity and encourages engagement with their peers.
The opportunity for children to have autonomy in their environment is crucial. Learning resources are made accessible and inviting by arranging them in a visually appealing and orderly way, which not only supports a calm aesthetic but also empowers children to be responsible for how their actions have an impact on their environment. It also allows them to make their own choices of resources to support their learning. They do not always have to ask an educator for the material they need; they can be independent, and this also requires them to learn to respect their environment and the resources.
What have you noticed about the environments in the centre? What has piqued your curiosity? Children often notice things we as adults miss – what has piqued your child’s curiosity?
Wendy Seidler
ELC Director – Kew campus
