Classroom Quality and Learning Spaces By Racquel Washington

Classroom Quality and Learning Spaces By: Racquel Washington Dr. David Brown ECE 659 July 3, 2017

Spaces and Places by Debbie Diller

What are Learning Spaces: o They are distinct interest areas in a classroom (indoors or outdoors) that offers various materials and opportunities for hands-on learning at individually appropriate levels(Copple & Bredekamp 2006; Epstein 2007). o The aesthetics of learning spaces impact brain function and influence how students feel when they're in school -- as well as how they feel about their school.

Research shows……. o Changes in classroom environmental arrangement, such as rearranging furniture, implementing activity schedules, and altering ways of providing instructions around routines, have been found to increase the probability of appropriate behaviors and effectively decrease the probability of challenging behaviors. (Chandler et al. , 1999; Dooley, Wilczenski, & Torem, 2001; Martens, Eckert, Bradley, & Ardoin, 1999) o Neuroscience continues to inform us about how the brain functions and what this means for effective teaching and, more importantly, effective learning. We know: o Why emotionally connecting with our students is crucial to their learning experience. o What is the importance of connecting new information with prior knowledge. o How using art to engage multiple senses results in increased cognition and recall.

Types of Learning Spaces Bonus: Technology Science/ Sensory Outdoors Dramatic Play/ Home Creative Arts Learning Spaces/ Centers Literacy/ Writing Blocks/ Construction Mathematics

Components of Early Childhood Environments Physical Environments Social Environments Temporal Environments • The overall design and layout of a room, including its learning centers, materials, and furnishings. • The interactions that occur within the classroom between peers, teachers, and family members. • The timing, sequence, and length of routines and activities that take place throughout the day.

Physical Space o The overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child. o Teachers can apply a concept known as Universal Design for Learning (UDL), which stresses that the environment and its materials in it should be accessible to everyone. When teachers set out to design an effective physical environment, teachers should consider all of that environment’s various aspects. o A. Arrangement of Furnishings and Floor Coverings o B. Selection and Placement of Materials o C. Design and Display of Visual Materials o D. Lighting and Sound

Activity

Social Spaces o The way that a classroom space influences or supports the interactions that occur among young children, teachers, and family members. A well-designed social environment helps foster positive peer relationships, creates positive interactions between adults and children, and provides opportunities for adults to support children to achieve their social goals. o To create a classroom environment that supports positive social interactions, teachers need to plan activities that take the following aspects into consideration: o A. Group Size and Composition o B. Teacher- Versus Child-Initiated Activities o C. Materials and Activities That Promote Interaction

Temporal Spaces o This is the timing, sequence, and length of routines and activities that take place throughout the school day. It includes the schedule of activities, and transitions to be effective. Predictable schedules and routines create a sense of security, help young children to learn about their world, help them to adjust to new situations, and prevent challenging behaviors. o The temporal design of the classroom environment is also dependent on the type of program, the length of the program, and the age of the children in the program. When designing, teachers should create schedules that meet the unique needs of their program, children, families, and staff. o A. Vary of Activity Levels o B. Plan Effective Transitions o C. Teach Routines and Schedules The IRIS Center. (2015). Early Childhood Environments: Designing Effective Classrooms. Retrieved from https: //iris. peabody. vanderbilt. edu/module/env/

Outdoor Spaces Gross motor , pretend play & group games Art area: mixing and pouring, Construction area Outdoor Classroom Adult supervisions from all areas Sand & Water area, Natural Gardens Wheeled vehicles/ tracks. Moveable equipment

Inclusive Classroom o Children with disabilities need the same type of classroom environment as other children. o Spaces will include adaptions: picture schedules, adjusting adults roles, and special equipment. o Adjustments to curriculum materials. o Modified physical space: ramps, rails, etc.

Assessing High Quality Learning Spaces Instruments Domains Observed Observation Procedure Age Range CLASS- The Classroom Assessment Scoring System Teacher-child interactions in 3 domains: instructional support, emotional support & classroom organization 2 -3 hours; 30 -minute cycles of observe-code; 10 items; 7 point scale Infant- High School PQA: Preschool Program Quality Assessment – 2 nd edition 3 observed domains: learning environment, daily routines, and adult-child interaction; 4 domains via interview: curriculum planning and assessment, parent involvement, staff qualifications and program management. 2 -3 hours + teacher interview; 63 items; 5 -point scale Ages 3 -5 Infant/Toddler Environment Rating Scale, Revised Edition (ITERS-R) Global quality & 7 subscales: space and furnishings, personal care, listening and talking, activities, interactions, program structure, and parents/staff 3 hours + 20 minute interview; 39 items; 7 point scale Ages Birth- 2. 5 years old Early Childhood Environment Rating Scale, Revised Edition (ECERS-R) Global quality & 7 subscales: space and furnishings, personal care, language and reasoning, activities, interactions, program structure, and parents/staff 3 hours + 20 minute interview; 43 items; 7 point scale Ages 2. 5 -5 years old Profile: Assessment Profile for Early Childhood Programs 5 subscales: learning environment, scheduling, curriculum, individualizing, interacting 2 -3 hours; 60 -item checklist; Yes/No response Ages 3 -7 years old

References o Bredekamp, C. C. (2006). Basics of Developmentally Appropriate Practices: An Introduction for Teachers of Children 3 to 6. Washington, DC: NAEYC. o Diller, D. (2008). Spaces & Places. Stenhouse. o Early Childhood Environments: Designing Effective Classrooms. (2015). Center: https: //iris. peabody. vanderbilt. edu/module/env/ o Epstein, A. S. (2007). The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning. Washington, DC: NAEYC. o Stuber, G. M. (2007). Centering Your Classroom: Setting the Stages for Beyond the Journal, 1 -3. o Zane, L. M. (2015). Pedagogy and Space. St. Paul, MN: Redleaf Press. o www. ersi. info/index. html o www. highscope. org o www. teachstone. com Retrieved from The IRIS Engaged Learners.