At Teachstone, we sometimes hear from educators that they aren’t sure how to help facilitate exploration in their learning environments. The CLASS® Manual gives some specific examples, like asking the children to predict which ball will roll further, or making faces back and forth with an infant. But, in this blog post, I want to talk about how the learning environment space itself. The set-up and materials you use can support stronger interactions with children as well.
I recently opened up a community playroom called Little Fish in my area. When setting up the playroom, I thought about my experiences as a preschool teacher, as someone who has been using the CLASS tool for more the seven years. With that background, I found five specific areas of the learning environment that can lead to better interactions.
Add new things to your room, and rotate toys. At Little Fish, I change the theme weekly to encourage interest and exploration. By experiencing new activities and toys, children are naturally more engaged when they come and play. For instance, if you are studying birds, you could add birdseed, twigs, and scoops to the sensory table. Later, you may be talking about autumn, and you can add in corn, straw, and little pumpkins.
When children enter my playroom each week, I show them all the fun new things that are out for them to play with. My excitement about the space and materials gets them excited, too.
Organize your space in ways that designate clear purposes. For example, have a table designated for art next to your shelf with only art materials. Additionally, keep the materials clean, organized, and in good working condition. Children (and adults) are naturally enticed when things are organized and pleasing. Think about walking into a candy store, or a craft store. They stock items to be beautifully organized by color, shape, or size. Doesn’t that just make your heart sing? That’s how children feel about toys. If all the pieces to the puzzle are there, or all the toys are sorted by type, it leads to more time playing and learning, with less frustration trying to find pieces.
You know that feeling you get when you walk into a nice hotel room and the bed is made, the lights are dim, and all you want to do is drop your stuff and go jump on the bed? Make your learning environment feel like this too. You can help create that feeling by:
Lastly, and most importantly, follow the children’s leads with the toys and materials. This not only facilitates interactions with the children, but it also helps to deepen your relationship with the children. Do you have a child with special needs that only likes to line up toys or sit quietly in a corner? Mirror their behavior. Mirroring a child is a great first step to digging deeper into facilitation. It shows the child that you are interested in their play and ideas.
Also, watch the child. If you notice they are interested in toys that have shapes on them, grab other toys in your room that also have shapes, and introduce them to the child. By doing so, you’re following their lead, giving them choices, and using materials in your space to facilitate the child’s exploration and learning.
The way you set up your space and organize your materials will have an impact on the children’s interest and engagement with the materials. Make the space representative of each child’s culture, inviting, warm, tidy, and organized. This will lead to more meaningful engagement and interactions.
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Can we talk about structure? When CLASS® entered my life, I was 20 years into my career in the field of early childhood education. What I remember most about that initial training, besides the nervousness about an impending reliability test, was a sense of relief. Structure, including state and program standards, curriculum, materials in the classroom, and approaches to childcare and pedagogy, had dominated my working hours. CLASS was a lot to learn, but for me, it was a breath of fresh air. Observing with CLASS meant I could set aside my obsession with all things structural, which encompassed my thoughts every time I walked into an early childhood classroom.
Originally published Jan 23, 2020 by Allie Kallmann
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.
Originally published December 22, 2016
Regard for Student Perspectives as defined by CLASS® is“the degree to which the teacher’s interactions with students and classroom activities place an emphasis on students’ interests, motivations, and points of view and encourage student responsibility and autonomy.” This often looks like following children's lead so that you can anticipate their needs during an activity.
Understanding how to effectively employ CLASS's Regard for Student Perspectives while maintaining a constructive learning environment can be challenging. In the following paragraphs the fictional preschool professional, Mrs. Jones, will illustrate the indicators of Regard for Student Perspectives at circle time. I’ll then discuss her exemplary examples:
Feel intimidated by the idea of advocacy? Many do. Our guest on today's episode of Teaching with CLASS, Jake Stewart, explains the importance of using your voice to make change & easy ways to take action. Whether you're talking to Members of Congress, creating a TikTok, or simply talking to a family member, your voice as an educator matters.