Assignment 5 Planning Assignment: Ideal, Diverse, Anti-bias Classroom for Exploration
Option b: Classroom Development and Design; Kindergarten Classroom.
Sarah Gutek
200462370
Faculty of Education, University of Regina
ECE 325: Experiential Learning
Dr .Christine Massing
April 14, 2023
The basis for this classroom design was to work within the typical space a teacher may be given and resources, and create a space in which students would be able to explore the foundations of the school system and their own learning journey for themselves. In creating spaces in which children have access to materials that are appropriate for their age level, and the ability to move throughout a space that feels accessible to them they are able to be active within the classroom, like mentioned in the Your Image of the Child: Where Learning Begins article, “…children can take advantage of their own knowledge and resources autonomously, and in which we guarantee the intervention of the adult as little as possible.” (Malaguzzi, L. 1994) Children should feel free to access age appropriate tools to further their learning at all times, and if they feel they need additional materials to complete a task they should have access to those materials. Additionally, they should be set up in a way that supports the children having the ability to share and think freely both independently and on their own. The classroom should also be a reflection of typical independence at the median age within the classroom. As Malaguzzi says, “Both children and adults need to feel active and important — to be rewarded by their own efforts, their own intelligences, their own activity and energy.” (1994) within independence being a large factor in their abilities to feel intelligent in a given space.
There is also a need for children to be free to play within the classroom. Social and emotional learning are key parts of children thriving within the world. Magaluzzi says “The teacher has to be the author of a play, someone who thinks ahead of time.” (1994) therefore the classroom design must reflect this idea. Effective play is not always just a random assortment of toys, although this is sometimes appropriate, but it is a teacher's duty to create situations for all the students to play in a specific manner to develop new skills and share experiences. In creating specific areas for structured play, as well as open areas for observation the child is able to freely share experiences, watch others, and have the teacher see and appreciate what they have chosen to do.
The color pallet of a classroom is important, as it must be both inviting, fun, and yet also a space that aims to teach along side the teacher. Every item placed in the classroom has the ability to be a learning opportunity for students, as per the article Aesthetic codes in Early Childhood Classrooms which states “...children can best create meaning and make sense of their world through living in complex, rich environments” (Tarr, P. 2001.) In this classroom, elements of the classroom are meant to inspire creativity and insight curiosity. The rugs on the far side of the classroom (furthest from the door) are easily identifiable graphics that all for free thought and inspiration. Whereas the rugs closer to the door are more abstract, and suit the encouragement of more abstract thought in those spaces.
The placement of furniture and furniture are also intentional parts of this classroom's aesthetic. Providing meaningful context for students to interact with their surroundings is of vital importance (Tarr, P. 2001.) This classroom is divided into 5 distinct areas, where each represents a child sized version of the real world. Adult couches and chairs are made child sized, and objects such as a globe, lamps, basic supplies are all within the child's reach. The separation between zones is also an intentional choice to resemble different aesthetic spaces children may visit. Busily decorated bright workspaces are ideal for group collaboration, curling up in a comfy chair is a place to relax and calm oneself, a living room set up is a space to share stories and visit with others, bright naturally lit areas are ideal for creativity thinking and planning. The seating, tables, decor and other objects in those areas are a reflection of the real world, and what types of thinking, learning and creating might be done most effectively in each. Ideally, these would also be a form of flexible seating that can find itself in different places based on the child.
The other aesthetic choices of the classroom are practical, in that there is a heavy use of what are considered calm colors for the walls, floors and curtains. These are meant to blend into the background of the classroom as students focus on their exploration of a space, rather than processing the basics of the space. The decision to not include plants in this space is also intentional, as ideally, plant learning would be explored outside. Additionally, I cannot keep plants alive, so it would not be an ideal choice for my own classroom. In hopes to counter this, the window placement as well as representation is a key factor in this classroom design. In speaking on the typical North American School Tarr says “It does not challenge children aesthetically to respond deeply to the natural world, their cultural heritage, or to their inner worlds. “ (2001) so there are distinct elements that aim to have children respond to these areas. Additionally, there is iconography that may be representative of symbols they may see in the real world, and may represent them or their loved ones. It is imperative that they see things that inspire creativity while also balancing those perspectives with symbols and icons from around the world.
There are four main areas within this classroom space, and ideally, although not pictured, an outdoor space would make a fifth. The main space is a collaborative learning space with both tables with seating, a low table and open space. This is reminiscent of a traditional classroom, with classic tables and chairs, but they are centered to make collaborative and shared spaces. Ideally, this would be a space for traditional instruction, either at the tables or on the floor. It is also an ideal space to set up planned collaborative learning experiences. The second space is a small area in the corner of the classroom. The use of soft fabric drapes and comfortable furniture create a nice quiet space. The inspiration for this comes from Creating Classrooms where Students can Think, in which the author describes their own, and a shared desire for spaces that allow for just sitting quietly. (1998.) This space is also in conjunction to a teacher/storage space that would allow for separation from other students if needed. To the left of this area is a naturally lit play area. This area includes spaces for creativity and creative play, including art tables, a ship, house, and science area. As per Rethinking Early Childhood environments to Enhance Learning, “Childhood is a time of wonder and magic when dreams and imagination get fueled, and issues of power are explored through adventurous dramatic play and physical risk taking.” (Curtis, Carter. 2005) This space aims to create that magic. Where children have the outside looking in and the space to create and be whomever they would like to be. Ideally, this area would be filled with even more areas that add to this feeling of magic and wonder while using reflections of objects from the real world (i.e. a kitchen, dress-up items) due to the limitations of this program, I was unable to include these things. The final space is a library space, that is a replication of what a living room may look like. Ideally, this space would be a reflection of the students, and they would be encouraged to bring items they would put in their living room (i.e. teddy bears, photos, art, cushions) and represent who they are and their cultural beliefs. This would also be an excellent space to explain and share in different celebrations from different cultures throughout the year.
The goal for the separation within this classroom is to be temporary. Classrooms should be flexible places, in which the whole classroom can be used for a singular idea, or several at once. The goal is to create spaces for a diverse set of learners. So the couch corner is used at playtime as a car, and the tables are where others are coloring, while the pirate ship is crashing into the house on a rough sea. The classroom is then able to re-divided and serve the needs of different students as they explore a more independent style of learning.
The uses of different materials throughout the classroom is an imperative part of the learning and creating experience. The following are materials that would be found out within the visible classroom as well as things hidden in storage bins, or cabinets. The goal in all areas would be space appropriate open ended materials which supports a key principal, “Children's spontaneous, creative self-expression increases their sense of competence and well-being now and into adulthood.” (Drew, W. F., & Rankin, B. 2004.)
Office Space: Anything you would find in an office should be safely accessible in this space. Children should have access to paper, pencils, markers, clay, glue and so much more. This would also be an ideal space of any technology based work, as well as access to a smart board and any other learning systems. It is an ideal space for traditional learning materials, such as blocks, math cubes, worksheets and coloring books. The cupboard and low table would also be ideal spaces for providing “Rich, stimulating experiences provided in a safe, responsive environment create the best conditions for optimal brain development.” (Drew, W. F., & Rankin, B. 2004.) with materials typically found inside and outside of the classroom. These materials would not be always available, but a part of guided exploration. Dirt, sand, sticks, recyclables, and anything else a teacher may see students show interest in should be in this space. This then allows for a guided understanding of the exploration they may engage in.
Quiet Zone: The aim of this area is to create a space which answers the question asked in Rethinking Early Childhood Environments to Enhance Learning, “Where are the places for individual children to get away from it all and relax and daydream?” (Curtis, D., & Carter, M. 2005.) This space is set for more than one student, but provides individual space away from the hustle and bustle of the regular classroom. There is little glaring sensory input, with muted colors and access to outside via the window. Ideally, in the basket there would be weighted blankets, pillows and soft toys as well as large sized fidgets for students to use. This would be a space for creativity for some students, and an ideal space to learn and practice self regulation within the classroom. Ideally, this space allows for the world to feel a little smaller and less overwhelming in the moment.
Play Area: This area is filled with creativity. As mentioned previously, this space should be a center for creative thinking, both bound and unbound, while being grounded in nature and the outside world. As per the entirety of Loose parts : Inspiring play in young children the intention of the space is to contain a variety of loose parts for students to engage in. Anything that would be put on a 100th day of school shirt should find a home in a bin in this area. Some loose parts and large structured toys would also be in this area. The goal of this space is to have every loose part able to be used on its own, and with conjunction a large play item. In some cases, as mentioned in Promoting creativity for life using open-ended materials There are cases in which children may require the framework for open-ended play. The idea being that as children become more comfortable with the materials they use them in more open-ended play, but may also come back to a more structured approach. This also allows students to practice playing together and just beside each other with creative materials in the same setting and framework.
Teacher/Storage area: This area should not be a teachers retreat but rather a utilitarian storage and direction space. If a teacher is truly learning alongside students, this space should be of minimal importance throughout the day, and serve more as storage for found items that may only be appropriate in specific play situations, such as specific cultural items, potentially dangerous items, or anything that may be regularly misused would find its way into this space. This area would also provide the necessary area for an instructor to do the additional non-instructional parts of their work and have a place that is not always accessible to everyone.
Living Room: The principal for this space was following the idea from Reggio (2001) in which the classroom reflects the home space. Although this space is designed in a typically western living style this space has empty room for the expansions and additions of students and their cultures. This space is then a reflection of home and the community and love students deserve to feel in a setting like this. As well as the globe as a central part, as a reminder of the different places people can come from to be present. The furniture in this space is not directed specifically at children, but rather different things that may be present in their real homes. Additionally, this space is designed for community, conversation, and reading comfortably. This area has large nods to my own ideal personal reading and visiting space, with many books, several comfy places to sit, pretty things on the walls, and something soft and cuddly.
Lastly in the design of this classroom was created with a variety of learners and perspectives that may be in the classroom. The first choice in this space was the inclusion of pro LGBTQA+, anti-racist art. (provided by a sims community artist) These representations are important for creating spaces that are accepting of all people, making sure that everyone is seen and represented. This artwork being over the office area is a consistent reminder of all people and their acceptance and importance in a community. There is also artwork that represents many people, and ideas supporting diversity and inclusion. The second intentional step to inclusion was the use of flexible seating throughout the room. Although there are many limits to the program, the inclusion of seating other than standard hard plastic chairs are ideal for the needs of certain learners within the classroom and aids to their success. Materials included should always be widely representative, or completely creative, with most of the pictured materials being fantastical in nature, or without specific connotations. The artwork in the far corner says the following “Different, Individuals, Valuing & Accepting, Eachother, Regardless of, Skin Color, Gender, Intellect, Tallents or, Years” as an acrostic spelling Diversity; this is a reflection of the materials found in the classroom. Those materials that are for a diverse cast of learners who enter the classroom space. There is also blank space to integrate each individual into the classroom.
Additional Photos of the Classroom Space:
References:
​​Curtis, D., & Carter, M. (2005). Rethinking early childhood environments to enhance learning. YC Young Children, 60(3), 34-38. Retrieved from https://login.libproxy.uregina.ca:8443/login?url=https://www.proquest.com/scholarly-journals/rethinking-early-childhood-environments-enhance/docview/197697605/se-2
Drew, W. F., & Rankin, B. (2004). Promoting creativity for life using open-ended materials. YC Young Children, 59(4), 38-45. Retrieved from https://login.libproxy.uregina.ca:8443/login?url=https://www.proquest.com/scholarly-journals/promoting-creativity-life-using-open-ended/docview/197682387/se-2
Malaguzzi, L. (1994). Your image of the child: Where teaching begins. Exchange, 3, 1-5. https://www.reggioalliance.org/downloads/malaguzzi:ccie:1994.pdf
Shagoury Hubbard, R. (1998) Creating a Classroom Where Children Can Think. Young Children, 53(5), 26-31. Retrieved from https://www-jstor-org.libproxy.uregina.ca/stable/pdf/42727542.pdf?refreqid=excelsior%3A9d0a2cf4ed44bd111a1a355dd093f56a&ab_segments=&origin=&initiator=&acceptTC=1
Tarr, P. (2001). Aesthetic codes in early childhood classrooms: What art educators can learn from reggio emilia. Art Education, 54(3), 33-39. Retrieved from https://login.libproxy.uregina.ca:8443/login?url=https://www.proquest.com/scholarly-journals/aesthetic-codes-early-childhood-classrooms-what/docview/199397938/se-2