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The Importance of P3 Learning Environments
Think of early learning environments you've seen. Ask yourself, as children enter the space, do they see an attractive and inviting environment? Is the space warm and inviting? Is the children's work displayed in a way that it can be appreciated by teachers, families, and children? Is there space to pause and reflect?
According to
The Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches, the learning environment is the physical space and emotional environment (campuses, buildings, schools, and classrooms) that promotes collaborative relationships, actively engage all children in a variety of learning experiences and settings, and supports the health and wellness of children and adults (pp 16-17).
The environment affects children's mood, ability to focus, interactions with others, and has the possibility to extend learning. Children between the ages of 0-8 are in a period of rapid brain development; a window of opportunity exists. Research confirms that children are developing more synapses than they will possibly ever use. The connections that are reinforced are the ones that stay; the rest get pruned. Children's experiences are limited to their environment, so what we provide helps shape the very architecture of their brains.
According to the National Association of School Principals
A Guide to Support the Essential Role of Principals in Creating Quality Learning Systems, the most supportive and effective learning environments create a welcoming physical and emotional climate that is safe, nurturing and developmentally-appropriate. Children in such environments are regarded as learners with individual needs, each with different skills and interests, working at their own pace, practicing and refining as much as they like, and moving to mastery of different competencies at different rates (p 12).
When we consider that some children who begin attending child care in infancy may spend as much as 12,000 hours in the child care setting alone and add in the time spent in K-12, this massive number of hours demands that the space be carefully designed to create the "best" place possible for young children both physically and emotionally.
In this edition of the Community Partners enews, we will look more closely at creating environments that are culturally inclusive, promote relationships between children and teachers, and support diverse learners.
Creating Environments that are Culturally Inclusive
Early learning environments that reflect the language and culture of its children and families not only make families feel welcome as they enter the space, but it supports children's social and emotional development. Having materials, such as posters, dolls, and books are all important physical displays of the cultures represented in your classroom.
In addition to physical representations, culturally responsive environments specifically acknowledge the presence of culturally diverse students and the need for these students to find relevant connections among themselves and with the subject matter and the tasks teachers ask them to perform.
Often times, teachers and administrators are faced with limited understanding of cultures other than their own. This lack of understanding may inadvertently have a negative impact on student outcomes. A first step in creating a culturally inclusive early learning environment is to reflect on your own beliefs and values. Ask yourself questions such as (Adapted from Bromley, 1998):
- What are my perceptions of students from different racial or ethnic groups? With language or dialects different from mine? With special needs?
- What are the sources of these perceptions (e.g., friends, relatives, television, movies)?
- How do I respond to my students, based on these perceptions?
- Have I experienced others' making assumptions about me based on my membership in a specific group? How did I feel?
As part of creating an inclusive learning environment, consider this tip from Marian, a pre-K-8th grade school psychologist in Haledon, NJ:
I think that the language teachers use in their classrooms and in other interactions with students is very important. For example, I use terms such as people of color, people with disabilities as opposed to disabled people, and wheelchair-users as opposed to wheelchair-bound. My school has many students who come from single-parent homes, live with guardians, grandparents and same-sex parents. I use language such as caregiver, a grown-up in your home, or the person in charge, rather than just using the term parents. I use inclusive language not only to promote diversity, but also as an educational tool.
Creating Environments that Promote Relationships Between Children and Teachers
According to the
Center for Social and Emotional Foundations of Early Learning, each moment that teachers and children interact with one another is an opportunity to develop positive relationships. Teachers can use a variety of strategies to build positive relationships with
children. Talking to children using pleasant, calm voices and simple language, and greeting children warmly when they arrive in the classroom with their parents or from the buses help establish secure relationships between teachers and children.
In studies of teacher-child relationships, children who had a secure relationship with their preschool and kindergarten teachers demonstrated good peer interactions and positive relationships with teachers and peers in elementary school. On the other hand, children who had insecure relationships with teachers had more difficulty interacting with peers and engaged in more conflict with their teachers.
In developing positive teacher-child relationships, it is important to remember to:
- Engage in one-to-one interactions with children
- Get on the child's level for face-to-face interactions
- Use a pleasant, calm voice and simple language
- Provide warm, responsive physical contact
- Follow the child's lead and interest during play
- Help children understand expectations
- Redirect children when they engage in challenging behavior
- Listen to children and encourage them to listen to others
- Acknowledge children for their accomplishments and effort
Create Early Learning Environments Structured to Support Diverse Learners
When we talk about diverse learners, we are talking about the wide range of development, ability, and interests represented in your classrooms. In developing environments that support diverse learners, it is important to hold the following beliefs: all children are unique; no two
children experience a disability in the same way; all children can have access to and participate in daily routines and activities; and all children are to be encouraged to develop to their fullest potential.
Early learning environments should have appropriate indoor and outdoor spaces that are accessible to all children. There should be space that allows for individualized instruction, small-group, and whole-group learning.
Here is what our youngest children think about inclusion! Patrick from Abington Heights School District won second place in the elementary schools division of the National Inclusive Schools Essay Contest with the following poem.
L
eaving someone out is wrong
U
nfair for others to be left out
O
utrageously fun when no one is left out
How do we assess the effectiveness of P3 Learning Environments?
A tool commonly used in the early learning field is the Environmental Rating Scale (ERS). The ERS tools have been internationally tested for reliability and validity in providing information about the quality of childhood programs, based on current research regarding positive child outcomes.
There are five scales that begin with Infant settings and move up through school age settings and one specifically for family child care environments. Each ERS scale is divided into criteria that assess the program's physical environment, health and safety procedures, materials, interpersonal relationships, and opportunities for learning and development.
To learn more about Pennsylvania's Quality Initiatives and the ERS visit
www.pakeys.org.
Another tool often used is the Classroom Assessment Scoring System (CLASS). CLASS, which is used by the Office of Head Start, is a standardized tool that examines social-emotional and instructional interactions that contribute to student's social competence and academic achievement. The observation-based tool can be used from infant care through 12th grade. This toll focuses more specifically on the interaction and relationships that impact an environment.
Learn more about CLASS
.
If you are interested in taking a closer look at how your preschool program supports children with special needs, Pennsylvania has the
Preschool Inclusion Self-Assessment Tool. The purpose of the self-evaluation tool is to provide a framework for discussion that promotes partnerships to benefit young children with special needs and their families. As teams consider each item, they reflect on past experiences working together to provide services to young children and families. Once the tool has been completed, the results provide teams with the areas on which they need to focus within their communities to improve the quality of inclusive services.
Additional Resources
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