E N V I R O N M E N T S | ENVIRONMENTS+PROVO

WE BELIEVE THE CHILDREN'S CURIOSITY IS IGNITED BY ENVIRONMENTS

Children will be consulted on, and have access to, a range of increasingly complex materials and resources with which to explore developing ideas and hypothesis.

Designing indoor play spaces with natural features can provide rich opportunities for children to explore new ideas and to develop their interests and understanding.

Natural environments do not have to be limited to outdoors. There are many ways in which the natural environment can enhance the children’s indoor program. Pot plants and small tubs in which to grow plants are visually appealing in children’s rooms. Parts of branches and small logs with the bark attached can be used in imaginative play in conjunction with other materials. Pine cones, seed pods, leaves, gumnuts and small stones can be used in different ways including opportunities for children to explore simple science and maths concepts such as classifying, counting and weighing. Sand and water trays inside provide additional interesting experiences for children’s play.

A well organised learning environment has the potential to underpin good practice. ‘An active learning environment is one in which children are encouraged to explore and interact with the environment to make meaning and knowledge through their experiences, social interactions and negotiations with others’ EYLF p. 45. A well organised environment is one that is welcoming, vibrant and flexible. This should include:

+ One that invites experiences, interactions, risk taking, discovery, connections to nature, conversations, play and collaboration

+ One that has a sense of place and purpose for resources, materials and experiences

+ Is consistent and predictable and well as well resourced and well maintained

+ Interesting and engaging (absorbs children in complex, deep learning experiences rather than shallow or superficial experiences)

+ Contains open-ended, complex materials that can be used in many ways and can be used again and again without becoming boring

+ Contains a balance of experiences/types of experiences.

In a responsive classroom, how you arrange and organise the classroom will have a powerful influence on how kindergarteners learn and behave. A well organised, uncluttered and interesting classroom invites calm and focused learning. Children will thrive in a classroom where they have space to come together as a whole group; areas where they can work on their own; materials to spark interest and imagination and meet their developmental needs; and displays that show their learning and progress. The time you put into setting up such a classroom, selecting supplies and other materials, and planning displays will help you and the children all year long.

Below are examples of our classroom and how we have introduced natural elements into the learning environment to establish curiosity and learning. The home page contains ideas on how to develop table top activities.

Here we have hung a bicycle wheel onto the ceiling with hay and pages from old recycled books as a means of creating a visual platform. We eventually attached children's art to the sheets of paper. It draws the eye upwards in the room.	Elements of nature: We were fortunate enough to be situated next to a park and through our weekly walks we would collect items such as pine cones, stones, sticks, leaves gum nuts and flowers to use in the room. We also made use of fruit that wasn't suitable for eating from our kitchen and dried lemons and oranges to use. This challenged our senses as we could touch the textures and take in the scents.	We made use of the walls to display pictures of the children and how they interacted with the materials in this area. This is helpful for children who may not know how to approach learning in this area. Visual aids are great ways to demonstrate possibilities for play
Add loose parts to the construction area – think about current interests and what you already have available that could be used in a different way. Collect and add natural materials to the block area as part of your loose parts collection. Consider adding small tables and platforms of different levels to create stages and specific building areas. I often use pallets, tyres, mats, low to ground tables, wooden spools, tree stumps, flat boulders, wood cookies.	There are several scientific theories that can be learned from building ramps such as speed, gravity, velocity, as well as several simple principles of physics and engineering. Building ramps gives children the fun of zooming cars, but can also teach important skills such as cooperation and teamwork. Create the space and watch the children modify it.
High-quality classroom environments help children feel safe, secure, and valued. When they feel more relaxed, they feel more ready to learn. We have group activities where children are encouraged to decorate the classroom together so that they take part in creating their own space	Older children will begin to explore and experiment with engineering and problem solving skills as they start to build roadways, bridges, complicated structures and also use the blocks to connect to other areas of their play like dramatic and imaginary play. The way this display is set up entices children to engage with the materials	Making supplies last. Kindergarteners use up everything you give them quickly. Make the supplies go further by putting out only what children need for a short period of time. For instance, put out the amount of pencils that you think children will need for three weeks. Let children know if you have any additional supplies and when you’ll bring them out. When children care for materials correctly, reinforce their efforts by letting them know that you noticed.
Natural elements were placed on the shelves to provide aesthetic appeal and to bring the outdoor elements inside	Displays of our children’s work can affect their behaviour, their self-esteem, and their learning. They are also a form of communication and documentation for visitors. Personalisation of these displays creates a sense of ownership for the children.	This area was created to encourage the children to take care of their health. We placed a mirror, a wood log as a stool and provided children with their own sunscreen tube at child level for easy access
Learning through light and shadow exploration through a Reggio-inspired approach, we often see children working with light tables, and experimenting with light and shadow in the playground and classroom. Light and shadows intrigue young children, inspiring them to explore and investigate. Teachers support children’s investigations by carefully planning learning experiences to encourage and support the children’s own inquiry.	The children in our classroom have their very own pet called 'Doggo' that we help take good care of. His favourite spot is sitting on the log and he likes to watch us while we work on our group projects.	These items were taken from a recycle station to be used as open ended objects in construction play. The pellet was a great way to establish the space instead of using a rug. It is also at the child's level. Wood cut offs are versatile and offer many possibilities for play
Adding basic materials (both large and small) helps children to expand upon their ideas, renew their interest in block play and also inspires them to try using the foundation blocks and everyday construction materials in different ways.	For children with ASD, you can encourage constructive play by showing your child what to do. You could try building a tower with blocks to show your child how to do it, or you could use pictures or photographs that show how to build a tower.	Add loose parts to the construction area – think about current interests and what you already have available that could be used in a different way. Collect and add natural materials to the block area as part of your loose parts collection.
Our group worked in a small space and had to find creative ways of storing our equipment. The use of real life op shop kitchen utencils provides a real link between the home and Kindergarten as these items may be familiar to children, this helps with making sense of the world through dramatic play	From my experience as a teacher, I believe that clay is a unique art medium because it is highly responsive to touch and very forgiving. As soon as children are given clay, they immediately begin to mould and shape it. They become aware that they are in charge and have influence over the medium as it is quick to respond to their fingers. The feeling that they are in command of the clay gives the students the confidence to attempt any project which opens the door to greater self expression.
	We have introduced plants indoors and our children know the watering, light and feeding requirements of the plants we have purchased. We have used native varieties that are low maintenance and have less watering requirements. We incorporated stones and other natural materials including shells, pebbles and pinecones into the environment to encourage imaginative play	Construction shelf displayed at child level. By providing opportunities and invitations to incorporate different materials to what might be just the ‘traditional’ wooden or plastic blocks we allow children to decide how they want to play and extend their own learning.
Self-Sustaining: It's important to make our children self-sufficient. Cubby houses help us by giving them a sense of the ownership as they can be capable enough to make their decision by their choice. Cubby house provides them private space where they can get their friends to play and enhance their creativity.		Bringing Aboriginal and Torre Strait Islander perspectives into the classroom: Improving relationships between Indigenous and non-Indigenous Australians can only be achieved through reconciliation via education, and exposure to each others’ perspectives. In most cases, everything we see around us in our classrooms and curriculum is the mainstream Anglo-Australian perspective. Indigenous students are negotiating that every day and are either finding ways to fit into that.
Play dough can be placed out on a table and left for the children to enjoy if they want to, it can be used as part of an adult led activity, it can be left on a shelf so the children can help themselves should they wish to	Routines help children to develop a sense of security and feel safe in what we often refer to as a stable learning environment. In other words, routines help integrate children’s learning with an “organised connection.”	Sun protection should begin at birth, since establishing healthy routines in childhood can foster positive lifelong preventive habits. The space should consist of the right educational materials and appropriate products
As the need for greater sustainability becomes more apparent globally, so does the importance of embedding sustainability in children’s programs. Through hands-on experiences and relevant educator pedagogies, children can explore and learn about their local contexts and environmental issues. They can develop the creativity and critical thinking skills necessary to make informed decisions for change, improving the quality of their lives, and those of future generations.	Recycling is not just good for the environment, but it also holds monetary value. Children can learn that the materials we usually just dispose of in the bin are valuable raw materials. It's a resourceful way to enhance the aesthetic appeal of the room. This display was placed in the home corner area	This is our monthly planning wall that details of program and our teaching intentions. This program is guided by our children who are the curriculum. Their interests and our observations of these interests are then developed into a monthly rotational plan. We also use the frameworks to guide our practice.
	Make displays purposeful. Make sure each display serves a definate purpose related to learning. If you put up children’s work, is it to demonstrate their learning to classroom visitors? Or is it to show children the wide range of ideas they had on a project?
		Our painting station allows our children to participate in art projects freely. We have set up the space for two children so that there is balance in the room. We have included natural materials for inspiration and collected from our walks to the local park
		Children are naturally inclined to work towards and crave order in their lives — for routine, consistency, predictability. This need peaks during the toddler years, which is why it is perfectly acceptable to expect our young children to begin cleaning up after themselves. It’s not a chore to them — it actually fulfils their craving for order by putting everything in its place and knowing where to expect to find it again.
	Managing water in the classroom: When students come in, there is no waiting in line at the water fountain. No more crowding around backpacks to dig out water bottles. They know exactly where the station is, they walk right to it, get a drink, and then go about their business. It really is about building up that trust with them and giving them the responsibility to self manage.
Doing art requires children to think about their ideas, feelings, or experiences with the world, to find symbols to express them, and to share them with others. The environment belongs to the children in it, so they should make the environment beautiful with art they create.	Establishing areas with items such as rugs, shelves and barriers help define the space and guides children to know which area serves what purpose. Here we have used a divider between busy and quieter areas
Design Centre – An area dedicated to crayons, markers, different types of paper, colouring books, tape, scissors and other crafting supplies. Make sure to include a means to display their work, such as a cork board or a magnet board.		When you add hands-on elements to your learning activities your students will be more likely to remain engaged and on-task for longer periods of time. It's a great way for children to recognise their name and to develop emergent writing skills
	Self portraits: Self portraiture is the most introspective of art forms. By creating a self portrait, children learn who they are, how they want to present themselves and what’s important to them. Children can learn how diverse our society’s views, values and appearances are, and hopefully develop values of respect and tolerance.

WE BELIEVE THE CHILDREN'S CURIOSITY IS IGNITED BY ENVIRONMENTS

Here we have hung a bicycle wheel onto the ceiling with hay and pages from old recycled books as a means of creating a visual platform. We eventually attached children's art to the sheets of paper. It draws the eye upwards in the room.

We made use of the walls to display pictures of the children and how they interacted with the materials in this area. This is helpful for children who may not know how to approach learning in this area. Visual aids are great ways to demonstrate possibilities for play

High-quality classroom environments help children feel safe, secure, and valued. When they feel more relaxed, they feel more ready to learn. We have group activities where children are encouraged to decorate the classroom together so that they take part in creating their own space

Natural elements were placed on the shelves to provide aesthetic appeal and to bring the outdoor elements inside

Displays of our children’s work can affect their behaviour, their self-esteem, and their learning. They are also a form of communication and documentation for visitors. Personalisation of these displays creates a sense of ownership for the children.

This area was created to encourage the children to take care of their health. We placed a mirror, a wood log as a stool and provided children with their own sunscreen tube at child level for easy access

The children in our classroom have their very own pet called 'Doggo' that we help take good care of. His favourite spot is sitting on the log and he likes to watch us while we work on our group projects.

These items were taken from a recycle station to be used as open ended objects in construction play. The pellet was a great way to establish the space instead of using a rug. It is also at the child's level. Wood cut offs are versatile and offer many possibilities for play

Adding basic materials (both large and small) helps children to expand upon their ideas, renew their interest in block play and also inspires them to try using the foundation blocks and everyday construction materials in different ways.

For children with ASD, you can encourage constructive play by showing your child what to do. You could try building a tower with blocks to show your child how to do it, or you could use pictures or photographs that show how to build a tower.

Add loose parts to the construction area – think about current interests and what you already have available that could be used in a different way. Collect and add natural materials to the block area as part of your loose parts collection.

Our group worked in a small space and had to find creative ways of storing our equipment. The use of real life op shop kitchen utencils provides a real link between the home and Kindergarten as these items may be familiar to children, this helps with making sense of the world through dramatic play

Construction shelf displayed at child level. By providing opportunities and invitations to incorporate different materials to what might be just the ‘traditional’ wooden or plastic blocks we allow children to decide how they want to play and extend their own learning.

Play dough can be placed out on a table and left for the children to enjoy if they want to, it can be used as part of an adult led activity, it can be left on a shelf so the children can help themselves should they wish to

Routines help children to develop a sense of security and feel safe in what we often refer to as a stable learning environment. In other words, routines help integrate children’s learning with an “organised connection.”

Sun protection should begin at birth, since establishing healthy routines in childhood can foster positive lifelong preventive habits. The space should consist of the right educational materials and appropriate products

Make displays purposeful. Make sure each display serves a definate purpose related to learning. If you put up children’s work, is it to demonstrate their learning to classroom visitors? Or is it to show children the wide range of ideas they had on a project?

Our painting station allows our children to participate in art projects freely. We have set up the space for two children so that there is balance in the room. We have included natural materials for inspiration and collected from our walks to the local park

Doing art requires children to think about their ideas, feelings, or experiences with the world, to find symbols to express them, and to share them with others. The environment belongs to the children in it, so they should make the environment beautiful with art they create.

Establishing areas with items such as rugs, shelves and barriers help define the space and guides children to know which area serves what purpose. Here we have used a divider between busy and quieter areas

Design Centre – An area dedicated to crayons, markers, different types of paper, colouring books, tape, scissors and other crafting supplies. Make sure to include a means to display their work, such as a cork board or a magnet board.

When you add hands-on elements to your learning activities your students will be more likely to remain engaged and on-task for longer periods of time. It's a great way for children to recognise their name and to develop emergent writing skills