5 Early Learning Environments and Curriculum Models

Authored by Sharene Leek, Reviewed by Gayle Julian, Edited by Jean Doolittle Barresi

Introduction

Children live, play, and learn in many different settings. Home, childcare, school, and the local park, while out in public. They are constantly learning based on cultural and social expectation as well and what each environment offers for learning opportunities. An early childhood program is a special setting that helps children learn and grow. The job of the early childhood education teacher is to create a safe space that supports learning through all developmental domains (Physical, Intellectual, Emotional, and Social). This chapter will outline some practices that an early childhood professional can do to develop a quality early learning environment.

Terminology found throughout this chapter:

In addition to terms found in the preface to the text, this chapter introduces terminology including:

Environment: the totality of surroundings in which something exists or lives.

Activity Zone: A defined space with a topic of interest like blocks, art, and dramatic play. Also known as learning centers or interest areas.

Aesthetics: creating an attractive or pleasing place in appearance.

Boundaries: the physical separations between activity zones. Can use furniture, shelves or other dividers as boundaries.

Licensing: A set of rules, and regulation that are in place to ensure safe and healthy learning spaces for young children. Licensing is overseen by the Washington State Department of Children, Youth, and Families Licensing Division.

Loose parts: open-ended play materials that children can use for construction or art.

Routine: activities that occur every day in a pattern such as snack, lunch, restrooms time, outdoor free play and nap time.

Schedule: the overall big picture of the activities of the day’s events in a classroom or environment.

Transition: occurs when one activity ends and the next one begins. Usually involves physical movement from one area of the room to another or indoors to outdoors.

5.1 When you think of an environment, what comes to mind?

A general definition of an environment is: the totality of surroundings in which something exists or lives (dictionary, nd). However, Head Start defines the early learning environment as: nurturing spaces that support the development of all young children. They include classrooms, play spaces, areas for caregiving routines, and outdoor areas. They are well-organized settings that offer developmentally appropriate lesson plans that include indoor and outdoor chances for play, exploration, and experimentation. The environment includes age-appropriate equipment, materials, and supplies, and integrates home cultures. The spaces should be flexible to support the changing ages, interests, and characteristics of a group of children over time (2020).

An early learning environment should include the following and more.

Spaces to:

• Eat and snack
• work/play
• rest
• create
• be alone or with others

An early learning environment consists of both indoor and outdoor spaces that support learning, are developmentally appropriate, and safe for children to explore. They include places for group learning, break out spaces for small group learning, table groupings to facilitate social learning, and space for children to be alone if they wish.

Environments affect our mood, our ability to form relationships, our effectiveness in work and play, and our health. If a child enters care as an infant, the time ultimately spent in an early learning environment may far exceed the time spent in elementary or secondary school combined (Isbell & Exelby, 2001). Therefore, the environment is an essential element to a quality early learning program and can have a tremendous influence on children’s development.

Each environment will have a feel and characteristics all its own. They will reflect the values and philosophy of those that work in it. Environments must reflect the diversity of the children and families served and offer opportunities for children that are developmentally appropriate and align with professional standards.

The goal of this chapter is not to suggest a cookie cutter approach to environmental design, but rather to raise awareness of the variables that can influence the quality of an environment for young children and allow the reader to dream of their perfect environment. Yes, there are elements that are better for children, but the design, feel, and identify of the environment should be as unique as those creating it and for those that will learn in it.

5.2 Managing Space: Indoor Learning Environments

The indoor learning environment teachers establish should reflect the teacher’s thoughts about children and how they will learn and play in the environment as well as the reflect the values of the program and the community. In addition, children should see themselves reflected in the environment. Do they see pictures of their families, books with children that look like them, places to feel safe and places they can explore and be loud? The more a child has ownership in the environment, the more they will value and respect the space. It should be their class/space as much as it is the teacher’s. This section of the chapter will discuss components of the indoor learning environment.

Jim Greenman (2005) has written that there are nine aspects of a good early childhood learning environment. They are places:

• to live, where children feel welcomed, competent, and relaxed with a sense of familiarity and order,
• of beauty that engage all of the senses
• that promote strong diverse families
• with spaces for gathering and ways to see from palace to place in the program
• with spaces for working independently and with others
• for exploration and discover indoors and out with room to move
• that develop responsibility, compassion, and community by giving children access to resources and encouraging them to work together
• to connect to the natural world, the larger community, and the world beyond and
• for staff to learn and work with space, internet access, professional journals, and books.

This first section of the chapter will discuss components of the indoor learning environment.

Activity Zones

An activity zone, sometimes also referred to as learning centers or interest areas, are areas within a learning environment with a targeted activity purpose. Typical activity zones might include art, blocks, dramatic play, math (manipulative, table toys), sensory, science, language arts (literacy), library (quiet corner, books). Activity areas should be open to children during free choice time during the day or whenever a teacher designates time for specific small group activities. Sometimes children will explore an activity zone on their own, or in small groups. Sometimes children will need the scaffolding of a teacher or peers to extend their learning. These areas should be equipped with items that support children’s natural tendency to play and learn in an experiential manner and should always take into consideration developmental appropriateness for the children in the classroom.

When children are engaged in free choice play throughout the day in activity areas, these are opportunities for teachers to conduct observations and assessments of children in authentic ways (discussed in chapter 6). This also provides teachers with the opportunity to plan curriculum and meaningful activities for the daily schedule.

Some of the more common activity zones found in early learning environments include:

Art

Encouraging children’s creative thinking is essential throughout the early years. Art is also a tool for thinking and inquiry, allowing children to make their theories and ideas visible, take new perspective, represent, and explore emotions, and to study properties of the physical world. Art is open ended, child directed and process oriented. Art is not a craft, product oriented with a correct way of making something, or step by step directions. Materials may include different kinds of paint, paint brushes, easels, collage materials, scissors, clay and playdough, colored paper, magazines, popsicle sticks, cotton balls and a large selection of loose parts. The area is best supported with plenty of light, close to hand washing sinks, and easy to clean floors. Art zones can help children to development coordination and fine motor skills which are needed for emergent writing.

Blocks

locks are wonderful open-ended learning materials with no closely defined boundaries, no right or wrong way to represent children’s ideas. Many skills and concepts are developed and enhanced through block play. Children think critically, explore, manipulate, experiment, represent, problem-solve, and make decisions in the block area. The block area is best in an area of the room where the noise level is increased and away from traffic, so structures are not disturbed. This area can include wooden, cardboard or foam blocks as well as small figures and architectural items that will promote creative building. This is where children can learn about sizes and shapes, spatial relationships and math concepts as well as learn how to make decisions and solve problems.

Dramatic Play

In this area children’s thought becomes visible through play. Children may operate at more advanced cognitive levels than they do in non-pretend situations, including staying on task for extended lengths of time. Is not just as an activity, but as an expression of thinking. This area provides opportunities for children to pretend and use their imagination, role play, and act out real and imaginary experiences in a playful context. Although “housekeeping” is a common theme for the dramatic play area, other themes can be explored in this area such as grocery stores, doctor offices, restaurants, veterinary clinics, and more. Through this type of play, children will practice social skills, learn to solve problems, and work cooperatively.

Language arts (literacy)

Literacy skills are critical in laying the foundation for current and future success in oral and written language. Literacy skills often play a crucial role in learning content in other areas. The space should be well lit and clearly defined. Comfortable seating and tables with plenty of paper and writing utensils. Puppets and props are also ideal for this area. Many teachers chose to create unique writing centers in literacy areas where children can explore print materials as well as create their own.

Library (quiet corner, books)

Library areas support children in a lifelong habit that promotes literacy and a love for the written word. The space should be a comfortable area where children are encouraged to read books. Create an enticing area that is well stalked with a variety of books that support diversity, culture, and life. Literacy and library can be next to each other but should be separate areas, it is best to not have distractions when children want to read alone. Through the literacy and library activity zones in the classroom, children will begin to recognize the connection between spoken language and the written word.

Math (manipulative, table toys)

This space can also be referred to as manipulatives or table toys. The ideal location has accessible materials, shelves near tables, in a medium traffic area. As the adult, step back and let the child direct. While observing play in this area assess the level items are used, self-control, perseverance, pride, creativity, classification, number concepts, emergent reading, fine/gross motor, eye-hand coordination, visual discrimination, and refine sense of touch. You will want to rotate toys often and keep the area organized.

Music and Movement

Help children synthesize experiences, transition into new activities, calm down, share culture, build self-esteem, and build a sense of community. There are also academic benefits to music and movement like boosting memory, improving spatial-perception, and cognitive development. For setting up the music and movement area, location should be away from quite areas and it is best to alleviate the clutter, so children have space to move. Include a variety of authentic instruments and this is the perfect time to introduce a variety of music to children.

Sensory

When children are engaged in sensory-related activities they are,

• Developing questions throughout the sensory experience.
• Investigating – by grabbing, smelling, rubbing, staring, licking, and so on
• They are collecting data through their senses.
• Leaning to communicate their findings.
• Participating in a valid exercise in scientific inquiry.

It is important to remember that sensory activities should include more than a sand and water table. After all, there are 5 senses that should be supported. This is where life can get messy (but not always) relax and have fun!

When it comes to the sensory environment there are a few critical elements to think about. Make sure sensory tables are by a sink: for best hygiene practices, children should wash before and after interacting with materials in the sensory table. Depending on what is included in the sensory area, an easy clean floor is best. However, if the floor is not easy to clean having access to a tarp that can be placed on the floor will also work. Watch for allergies and other hazards. These can include scent jars or items in sensory that trigger allergies, items that are small and pose a choking risk, or even whisper tubes used improperly can hurt ears.

Water tables are great areas to learn scientific concepts such as “will it sink, or will it float?” as well as mathematical concepts through the use of measuring cups, funnels, tubes or shovels. The water in water tables should be cleaned out daily or more often if needed.

Science

Children are scientists who are naturally curious and biologically primed to learn about the world around them. They use information they gain through their everyday experiences to develop theories about how the world works. The science area should support “what if” statements, be enticing and inviting, and have adequate workspace. The area is best in a quiet area of the class that is uninterrupted so children can work and concentrate. This is a good place to include natural elements such as leaves, sticks, rocks, pinecones, magnets, kaleidoscopes, oil and water bottles, seashells, magnifying glasses, flashlights, and color wants to peak children’s interests.

Room Arrangement

The design and layout of the indoor environment can have an impact on children’s learning and behavior and on the teacher’s ability to do their jobs effectively. Good indoor environments support children’s interactions with good organization around space, materials and people. When a classroom is set up properly, children have the freedom to move around safely, engage in activity zones and learn to manage their peer relationships. These environments should also help both children and adults feel invited and welcomed.

Each space within a classroom should be defined and boundaries made clear. In addition, the children need to be visible to the teacher at all times. Thoughtful room arrangement help to keep order to the space, reduces the possibility of crowding in any given area, and can support children in their choice making. This can be achieved by using existing walls or furniture like toys shelves. Even an area rug or a cloth draped from the ceiling can give the illusion of separation. Image 8.6 Illustrates two examples of room arrangement. The first image shows a classroom with less defined space for activity zones, while the second image shows how a classroom can look when a teacher uses furniture to define a space.

Designating spaces where children can have quiet play such as puzzles or books can be made cozy with carpet or pillows that absorb sound. More active areas can be arranged that allow for more movement and give children the behavior cues that louder more active play can take place in that area. Furnishings also can be used to guide movement patterns throughout the room.

Impact of Color and Plastic in a Classroom

Small changes to an environment can make a big impact. For example, think about the use of color in a classroom and the use of plastic. Often time when people think of a classroom space for children, they think of bright bold colors. However, these are not the ideal colors for an early learning space. Color impacts the brain and can trigger a chemical response. For example, shades of red may trigger excitement, resulting in behavior perceived as hyperactive or even angry. Shades of yellow trigger hunger.

Many fast-food restaurants select these colors for logos or building colors to make one believe they are hungry and excited to eat. Using yellow heavily in a toddler room can leave a teacher with fussy, emotional children because their brains are telling them they are hungry. Shades of blue can be a depressant. This is not an ideal classroom color, especially if any of the children for have experienced trauma. Ideally, colors should be within the green, brown, and grey color families. These colors ground children and help them feel grounded in the world.

Plastic, often heavily used in early learning environments, can also have an adverse effect on behavior. It can be substituted with wicker baskets, and other more natural containers, to hold toys and materials. Every person absorbs and expels energy. Depending on the space, this exchange is done without a person knowing. We often have things in our space that we are naturally drawn to that help with the absorption of energy. These items are made of natural materials like glass, wood, cotton, and rock, to name a few.

However, if we fill children’s classrooms with material that will not absorb their natural energy, such as plastic, the result can be a room that feels electrified. The effort adults may spend to focus children and get them engaged can be futile. Simple changes like using baskets to hold toys, adding rugs, a plant, or wooden frames and adding other natural elements will not only have a positive impact on behavior. It will be far more aesthetically pleasing as well. If you work in a program that tends to use a lot of plastic, look for way you can balance that with some of the items listed in this section. If that is not possible, providing more frequent or longer periods of outside time will also be beneficial.

Selection and Placement of Materials

Part of the physical environment takes into consideration the selection and placement of materials. Having already discussed the overuse of plastics in classrooms, it is important to note that materials that are selected for classroom environments need to be developmentally appropriate as well as culturally relevant for the age of children using the classroom.

Teachers also need to keep in mind how the materials will be organized and accessed by the children. Keep in mind these tips when choosing appropriate materials for early learning classrooms:

• Organizing the materials should take into consideration the independent abilities of the children in the classroom.
• Keep appropriate materials in appropriate places (art materials in the art center, books in the library) but allow for the crossing of materials during play from one center into another.
• Provide enough materials for all children to be engaged in the activity.
• Place heavy items on lower shelves.
• Rotate materials to promote children’s interests.
• Make sure to have personal storage areas (such as cubbies) for both children and teachers.

It is a basic practice in early learning that when a material is broken, missing pieces or is otherwise worn out, it is a good idea to eliminate those materials from the environment. In addition, all materials need to be clean and sanitized following licensing guidelines.

Labeling shelves with print and pictures where materials are to be placed will help children to become more self-sufficient and build print awareness. Some teachers will use color coding of materials to keep organized.

Environmental Aesthetics

When creating an early learning space that will foster learning, inspire creativity, and support social relationships; a professional will need to consider environmental characteristics such as lighting, color (as discussed at length earlier in this chapter), crowding, noise levels, clutter and more. When designing a space—any space, creating an attractive and pleasing environment includes thinking about the aesthetics of the space.

Creating supportive early learning environments is an art and a science and can seem overwhelming at times. Setting goals to make physical changes to the environment is helpful, but these can be costly. Setting small goals will bring positive change to the space over time.

Alleviating clutter is one goal that will make a huge impact on the environment and the teacher, and children who share the space. Clutter can distract from even the most attractive spaces. Clutter usually happens slowly and stems from:

• Undefined space for where items belong
• Taking time to put things in their place
• Lack of sufficient organization

A poorly organized space with too much clutter will prevent a classroom from functioning effectively. The best way to assess the level of clutter is to take pictures of the space while standing, sitting in a child chair, and sitting on the floor. If you would not want to show a parent or coworker the photo because of materials not put away properly or a stack of papers needing your attention, then you have a clutter issue to address.

Two other environmental characteristics that should not be overlooked are the impact of crowding and noise. Both have a significant influence on stress levels and learning opportunities. Sometimes less in a space is best. Less items keep children from being overwhelmed by the many choices and there is clear purpose with what is available to them. However, when limiting items in an activity area, it is best to swap out the items often so children have access to new education experiences. If items remain the same and children are not engaged in what is offered, behavior issues will soon arise. Noise if also often a distraction and can be improved by adding rugs, hanging tapestries or noise absorbing enhancements to the walls, and by placement of the activity centers.

Lighting is something to consider when creating an early learning space. Ideally, lots of natural light is preferred. When additional light is needed; lamps, string lights, or similar are advised. The large fluorescent lighting, often found in early childhood spaces, interact with the brain, and can cause problems like headaches and irritability.

Children are more likely to feel they can be themselves when their classroom environment feels home-like. Soft furnishings, nontoxic plans, natural or soft lighting, decorative touches such as area rugs, family photos of children and staff and neutral paint colors help to create a space that everyone in the environment can enjoy.

5.3 Managing Space: Outdoor Learning Environments

Children can have rich experiences in a thoughtful outdoor setting. No matter if the child is attending a large center or a family home setting, the outdoor environment should be responsive to each child’s interests and needs. The natural environment is unique in its ability to respond to the depth with which children engage. The outdoor environment should offer exploration as well as meet physical needs of children. Often teachers think of a child’s physical development and how to get them moving outdoors, however, children can also learn a great deal from a robust outdoor environment. Concepts learned outdoors include physics, biology, botany, and geology. Nevertheless, these are just the starting point to the enormous learning potential of the outdoor environment. As the adult in the space, be observant, engage and play along with children, relax, and educate families on the benefits. One of the biggest stressors in a teacher’s day is outdoor play and not from the environment itself, but from parents not wanting children dirty, wet, or sick. As I always explained to parents, the nice thing about children is they are washable. If clothing was an issue, I offered changes of clothes that children could change into before going outside. Lastly, viruses and bacterial germs are what make us sick, not rain. If rain made us sick, no one would ever bathe. Additionally, the more children play outdoor the healthier they are, the germs that make us sick are not as concentrated as they are when we are indoors. In other words, get children outside!

Outdoor Activity Zones

Just like indoor environments have activity zones, outdoor environments have zones with distinct purposes for outdoor play.

Transition Zone

The transition zone is the area where children enter and exit the outdoor space. This allows children to see what is available to them in the space and begin to make choices about where they would like to play. This should also be an area where children can safely wait for the teacher or gather as a group together.

Active Play Zone

This is a space that allows children to run, jump, skip, throw balls and ride or pull wheeled toys and tricycles. This might also include big grassy areas if possible and equipment for sliding and swinging. Many places allow for climbing structures, tunnels, and ramps.

Natural Elements Zone

This area includes plants, dirt, rocks, trees, grass, water. You could also provide mud, dirt, and sand for digging. Some centers might also include garden areas, and this is the ideal place to put up a bird feeder for observation.

Creative Zone

This area is a place for children to create messy art that you may not want to do in the inside environment, or a place for children to gather to complete puzzles or use tabletop activities like puzzles, games, or books.

Social/Dramatic Zone

This area gives children the area to practice social and dramatic play and can include props. This area outdoors might also include stages or playhouses.

Materials for Outdoor Environments

Everything that is included in an indoor environment can also be included in an outdoor environment. Books can be brought out and space provided for sitting and reading in the fresh air, materials to enhance and support large motor movement and elements that encourage learning like magnifying glasses, pullies, ramps, and materials that are for balance, push, pull, and ride.

Additional items to include in an outdoor learning environment are materials for:

• Art: Art outside can be messy and spacious, like marble painting in a small pool with golf balls, or finger painting on the windows. Water spray bottles can create art projects.
• Gardening: tool for planting, maintaining, and caring for the garden area. Children are often times more likely to try or eat healthy food they have grown.
• Woodworking: While woodworking can be scary for some teachers, the value of including woodworking into a space is too valuable not to consider.
• Music with unconventional items, such as hanging pots and pans on a lower fence can give toddlers some music time—just at the right height.
• Bubbles are perfect for outdoors!

The Role of Licensing in Environments

The role of licensing is to ensure health and safety measures are in place and are followed. This does not mean we do not allow children much needed outdoor time or when we do provide outdoor time, we limit their activity. This is the time for children to expel all their pent-up energy, breathe deeply, and engage their large muscles. The Washington Administrative Code (WAC) does have requirements for outdoor spaces. WAC 110-300-0145 outline 12 outdoor licensing rules including

• fencing requirements
• amount of space
• what the space should include
• and other safety rules.

The 12 leading causes of outdoor learning environment injuries are: inadequate fall zone, improper protective surfacing, protrusion and entanglements hazards, entrapment openings, trip hazards, insufficient equipment spacing, lack of supervision, age-appropriate activities, lack of maintenance, Pinch, crush, shearing and sharp edge hazards, platforms with no guardrails, and dangerously designed equipment.

It is important to do safety sweeps of your outdoor space frequently. Inspecting outdoor play areas for debris, standing water, snow or ice, natural objects that may have become unsafe in changing weather and other human factors such as tripping hazards or litter should be cleaned up properly.

Accessibility

It is imperative to provide chances for children of all ages to find an outlet for their need to move about in a meaningful context. What does it mean to be accessible? Making sure that entry openings are 11-24” and turn radius is 60”. Children have a reach range of 20-36” for a child 2-5 years old and 18-40” for a child 6-12 years old. If children have mobility aid devices, having a firm resilient surface supports their ability to move freely around the environment, and any outdoor paths, walkways and stairs should be clearly marked and free of obstruction. Also, consider that for every 2-4 elevated components of an outdoor space, there would be at least one at ground level entry and the ground level entry should prove at least one type of activity.

The size of large gross motor equipment should be developmentally appropriate for all children and be sure to have enough equipment that children can use it without long waiting times. Storage should take into consideration the amount of time it takes to clean-up outdoors and labeled clearly.

Loose Parts

While large climbing structures and equipment have developmental purposes, they are also not as engaging to children over time. There is not much for a child to do with a slide for 30 minutes. However, using loose parts can increase movement, interest in outdoor play, and educational opportunities. Some loose parts include balls, hula-hoops, magnifying glasses, bikes (helmets), books, blocks, dramatic play materials, and art materials. It might also include recyclables such as boxes, egg cartons, PVC pipes, milk cartons or crates that children can use for construction. While this list of loose parts could be pages long, the benefit of including a variety and quantity of loose parts in an outdoor learning environment is never ending. Some of those benefits include independence, self-regulation, and allows children to explore their world and make decisions.

5.4 Managing Time: Schedules and Routines

A typical day in an early learning classroom has a rhythm of ebb and flow to it that is part art and part science. Days should have routine and structure, but also have periods of time that are flexible and allow children to make choices: all sandwiched together with smooth transition times to keep the day running smoothly. A schedule for the classroom is the big idea of what is happening daily in the classroom environment while a routine is the pattern and predictability of the day within the schedule (Ostrosky, 2007).

Things to consider when planning the schedule include:

• how many opportunities during the day should children engage in free-choice activities?
• When will outdoor time occur and what do you need to consider when planning for outdoor time?
• What type of large group activities should be included for the age group you are teaching?
• When should teachers include small-group activities?
• How will transitions be managed in the environment?
• What will the routines be during the schedule?
• How is my schedule communicated to staff, children and families?

Children need many opportunities throughout the day to engage in play and follow their interests. The most effective way to meet this need is to include free-choice time in your schedule. According to research studies, children are more involved in activities that allow them independence and the opportunity to make choices. In free-choice time, children can also be engaged in social interactions with their peers (Vitiello, 2012). A substantial part of the day should be set aside for free-choice time and can be included in both indoor and outdoor environments.

Both large and small group activities should be considered when planning your schedule. Large group activities are generally initiated by a teacher and could include instructional pieces (such as learning how to tell time, talking about the weather, counting days of the month or week) but are also opportunities to read books to the entire group, sing songs with movement, encourage children to share about themselves, and build classroom community. The amount of time spent in large group activities is very dependent on the age of the children in the environment. Small group activities can allow a teacher and child to focus on a personal goal and gives children the personal attention of the teacher at that time.

Transitions occur in the day when children move from one area to another. For some age groups, transitions can be the most difficult part of the scheduled day. As a teacher, it is a good idea to have a plan in place to minimize the number of transitions and the stress that transitions have on both children and staff alike. Having a routine, song or chant that signals a transition can help to keep children focused during these inevitable times during the day.

Routines are a very important of the daily schedule. Routines can help to manage people and create a sense of comfort for children, families and staff. Planning is a very important part of designing routines and should take into consideration the developmental needs of the children in the environment. The best routines will have clear beginnings and endings. For example, for a mealtime routine, children should know a script of expectations. It might sound like this: “I wash my hands, sit at the table, sign a rhyme with my friends, eat my food, clean up and brush my teeth”. Having this routine that is followed consistently helps children build confidence, independence and minimizes frustrations for the teacher.

Some of the most important times of the day to have routines include arrival to the classroom as well as departure from the classroom, diapering and/or toileting times, mealtimes and snacks, cleanup, rest, or nap times. You might also consider using the same transition routines daily so that children get auditory signals about what comes next.

Communicating your schedule and routines should be clear to all staff working in the classroom, as well as the children and families in your classroom or program. A schedule is also something that (in Washington State) is required to be posted for licensed childcare facilities. Some teachers find that posting both a printed schedule along with a visual schedule is helpful for some children and can also encourage pre-literacy skills in young children.

5.5 Environment Philosophy

To create an environment philosophy that will impact the space you will work in, teach in, and guide children, the following questions will guide you while you realize the perfect environment for you and the children in your care:

• What kind of teacher do you want to be?
• What is important to you? What are your values?
• What do you believe about children?
• How do you approach learning? How should the environment be used to support this philosophy?
• How do children learn best? How would you use the environment to support this?
• How you respond to these answers will not in itself build your class environment. It will guide you in selecting components you like while you learn about curriculum models and philosophers.

5.6 Curriculum Models

There are a number of curricular models that impact the classroom in a variety of ways. As a teacher you can adopt one of the models as one you would like to implement into your classroom. However, you can always use a more eclectic approach and use the elements that work best for your teaching philosophy and the children in your care.

High Scope

High scope is a program model that is child-centered and provides children with hands-on experiences. Its roots are unique – it originated from a research-based preschool program in Michigan in the 1960s called the Perry Preschool Project. The goal of the Perry Preschool Project was to enroll low-income children in high quality preschool experiences to see if it would improve their life outcomes. The researcher David Weikart followed the children’s progress for decades to measure the results. Weikart chose to include low-income children because, in comparison to middle-income children, children in low-income households are at greater risk for lowered academic achievement, have lower rates of high school graduation, higher rates of crime, and a higher likelihood of poverty later in life. The goal of the Perry Preschool project was to counter the effects of poverty early in life. This was one of the first and most published pieces of scientific research to investigate how economic investments in early childhood education could have long-term benefits to the child, the family, and to society. The idea was that if you give a child a strong start early on, it will pay off when they become adolescents and adults. What the researchers hoped for came true. Children who participated in the Perry Preschool Project had greater academic achievement, greater high school graduation rates, lower rates of crime, and higher adult earnings than their low-income peers who were not in the preschool project. This study showed that access to high-quality preschool programs in the first few years of life can have long-term benefits for the child. This research highlighted the importance of the early years of a child’s life in influencing the course of their future.

So, what was the magic formula of the Perry Preschool Project? There were several components, but two main pieces stand out. The classroom system of plan-do-review and family involvement. Plan-Do-Review is a system that helps children organize their play activities. Children gather in a circle and the teacher asks them what activity center they plan to play in during the morning free play time. The choices range from blocks and art to dramatic play or puzzles. Children make their choice to the group, such as “I plan to play with Jakeem in the blocks area. We are going to build a really big bridge!”. After the children make their plans, they go and do the activity of their choice. It is okay if kids switch activities or change their plans during this time. After free play, the children return to the circle and report back on how their plans went. Did Jakeem and his friend build a successful bridge? What went well? Did anything unexpected happen? The teacher will ask these types of probing questions to get the children to think about their activities. This method supports cognitive development because it involves planning. Children are able to explore their world and engage in hands-on activities. The plan-do-review helps to support their memory development and helps them to develop concentration, attention, and focus, all skills which are related to the academics they will engage in when they enter elementary school.

The second main component of the Perry Preschool Project was family involvement. Families were visited in their homes by teachers to create connections between what was happening in the classroom and at home. When a child learns a concept in class, it should not stay in class. Having families participate in learning at home can help create layers of learning for the child. It also provides an opportunity for parent support and education. This approach aligns with the ecological model in that the family and community are integrated into a child’s early childhood education setting, supporting development using the multiple contexts involved in a child’s life.

The High Scope model follows the findings from the Perry Preschool Project. It has taken those evidence-based strategies and created a program model to serve children in early learning settings. It is the embodiment of the philosophy that family income need not be the sole determining factor in children’s academic and life outcomes.

A similar program to the Perry Preschool Project is Head Start. Head Start is a preschool program which also has its roots in researching ways to improve the lives of children in poverty. Head Start research has found similar results to the Perry Preschool, and with comparable methods. Head Start has become a long-term, nationwide program that still exists today. Indeed, many Head Start programs even follow the High Scope method. These programs demonstrate the need and effectiveness of high-quality preschool programs.

Reggio

The Reggio Emilia approach takes its name from the Italian city where it originated. A constructivist approach, the Reggio method provides encouragement that children should explore their world using hands-on methods that are child-directed. The approach was developed by Loris Malaguzzi following WWII. It was his belief that children should be able to freely express themselves. In that vein, Reggio

programs encourage arts and music

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Image 3.7. Photo credit: evgenit on Pixabay is licensed under CC by 1.0

One core belief in the Reggio approach is the Hundred Languages of Children, or the ability of children to express their thoughts and feelings through arts such as painting, sculpting, and drawing. Indeed, Reggio programs are known for their emphasis on beautiful artwork. Children’s art is displayed on the wall at the child’s eye level, often with a description of the work written by the teacher in the child’s own words. This honors the child’s creative spirit and helps promote healthy emotional development. Another feature of the original Reggio school in Italy is the connection to community. The children there learn directly from members of the community, and the community members feel responsible for taking part in children’s education. American programs emulate this goal with strong parental involvement. US programs are referred to as “Reggio inspired” because the true Reggio schools in Italy have the connection to community that is unique to that location. The Reggio approach believes that children learn from adults, peers, and the environment. The environment is thought to be the “third teacher” and is set up so that children can explore independently as their interests guide them. Spaces are set up with natural light, living plants, and materials that encourage creativity.

Montessori

The Montessori approach to education was developed by Maria Montessori, an Italian physician and educator who was interested in reforming the way children learn in group settings. The Montessori method has distinct key features that make it stand out from other approaches. One such feature is mixed-age groups in a single class. Children in Montessori classrooms can range from 2.5 to 5 years old. This means that there is a great deal of peer learning happening. Older children can model behavior for younger children, which can help facilitate learning better than direct instruction from a teacher.

Another feature of Montessori classroom is the concept of constructivism. Montessori classrooms rely on a carefully structured classroom with materials that children can use to discover new concepts on their own using real-life materials. Items are often made from natural materials to give the child a realistic concept of the weight of an object based on its size. In order to deeply engage with materials, children are given a large block of free play time – usually about 2.5 to 3 hours. During this time, teachers will help children on an individual or small group level with materials. The materials have an emphasis on child development. Some may involve fine motor skills, like threading beads on a string, and some may promote problem-solving, a part of cognitive development, such as ordering pegs into holes by size and shape. Many activities are related to practical life: washing dishes, placing flowers in a vase, and cleaning up after oneself. Materials for practical life are always child-sized so that the child can feel that she can master the activity without unnecessary impediments. There is a strong emphasis on completion. Children will not be interrupted by a teacher when they are in the middle of a task, as this is thought to disrupt learning. Independence is also emphasized. Children are encouraged to learn how to use buttons and zippers in order to dress themselves at an early age. Teachers without a Montessori background are often surprised to see the abilities of a two-and-a-half-year-old getting a jacket on and zipping it alone.

Mealtimes in Montessori centers can often differ from those of traditional classrooms. When a meal is served, children will be invited to the table and asked to join when they are ready. There is no large-scale, formal transition from playtime to lunchtime. If a child is still working on an activity, then he may complete it in as much time as he wishes. Typically, children gather around the table more or less at the same time, but it happens organically. Children are drawn to the smell of food and a chance to visit with playmates at the table. Children serve themselves and pour their own milk using child-sized utensils and milk pitchers. At the end of the meal, children clear their own dishes and place them on a cart after removing unfinished food.

With such a free environment, how do teachers encourage classroom harmony in a Montessori classroom? Teachers use guidance strategies that are similar to other approaches, but children often learn from observing older peers. If a 3-year-old is approaching the art easel for the first time, she may watch a 5-year-old first. She may observe her peer carefully dipping the brush into the cup, keeping paint on the paper, and wiping up any spills with a cloth. Sometimes, this way of learning how to use and respect classroom materials can resonate more with a young child than when a teacher outlines strict rules for how to properly use paint.

Waldorf

Waldorf schools originated in Germany and were developed by Rudolf Steiner in the 1920s. Waldorf programs have a strong emphasis on everyday practical activities and centers are designed to resemble a home in order to facilitate this. Cooking, cleaning, sewing, and building are all activities that children engage in in a Waldorf program. There is a strong emphasis on oral storytelling, creative arts, and music. Historically, Waldorf programs included mystical and religious elements, but most modern programs typically do not. Children are encouraged to engage in free play using toys and activities made of natural materials. Like in Montessori programs, the belief is that children are more connected to toys and tools that are made of wood rather than plastic, as it is more aesthetically pleasing and facilitates a connection to nature. In that spirit, Waldorf classrooms include organic materials such as acorns, shells, and wool that are used for counting games, art, and storytelling. Academic subjects are integrated with one another – math is taught through storytelling, combining mathematical problem-solving with language development. This helps promote cognitive development in a holistic way. Teachers facilitate early math activities using small wool dolls and other natural, tangible materials. However, formal learning of letters and numbers are not pushed upon young children in Waldorf schools. It is the belief that children will come around to letter and number identification when they are ready, and that is usually not until the age of 6 or 7 years, which is when it is formally introduced in Waldorf schools. Interestingly, this coincides with most modern European educational systems as well. Preschools in the United States on the other hand, typically begin letter and number identification well before age 5 (although this is beginning to change). This variation is a valuable lesson in cultural differences in developmentally appropriate practice.

Another key feature of a Waldorf program is the daily rhythm. While many preschools follow a daily schedule with specific hour or minute intervals, Waldorf programs follow a rhythm instead. What matters here is the order of the day, not how long each activity takes. So daily activities always follow the same sequence but may not be at the same time every day. In the morning, for example, the teacher may invite the children to help bake bread or make soup for lunch. Children gather around kneading dough or chopping vegetables (children are encouraged to learn knife safety at an early age), and as they finish, they may disperse into other activities like sewing, building with blocks, or dancing with scarves. Another teacher might gather a group of students to invite them to hear a story that she is telling using puppets and props to act out the plot. Children may naturally come and go from the story based on what they are interested in playing with at that time. When the lunch is ready, the teacher will invite children to the table with a song and, oftentimes, lighting a candle (children are also taught safety around the candle). There is no set time, but meals are typically served at about the same time each day. Children rely on the order of events to help them predict their environment. A difference of 15 or 20 minutes makes no difference to them, however. This focus on rhythm is also reflected in the practice of honoring the changing of seasons. Waldorf programs also include rituals that celebrate the rhythms of nature. This gives the children a connection to the larger system of which they are a part.

Forest Schools

Forest schools originated in Sweden and other European countries and their popularity has spread to the United States in recent years. The concept of forest schools is that children spend their whole day outdoors, in all weather. All activities take place outside – stories, art, construction, and even meals. Children are dressed in appropriate clothing for all weather so that they are comfortable and safe while outside. Many of the same activities that take place in indoor preschools also happen in forest preschools. Children create art, often using natural materials, but also use paint, clay, and crayons. Science activities are well-suited to a forest environment, as children can collect leaves and rocks to sort and categorize or examine bugs using a microscope. An outdoor environment lends itself well to construction projects, which may include building a tower with blocks or building a giant fort out of sticks, branches, and rope. Forest schools often have a covered shelter or area where materials are kept in bins and teachers can take out the materials at the start of each day so that children have access to all the things they need for free play. Teachers do circle time, read books, and sing songs, the same as in a typical preschool. Mealtimes take place at outdoor tables and children wash their hands using an outdoor hand-washing station. Usually, children do not sleep outdoors, so forest schools are typically either half-day programs or include only children who are old enough to not need naptime. Children in forest schools have a strong connection to nature and it is believed to provide many health and developmental benefits.

Final Thoughts

Creating a high-quality early learning environment is a complex and multifaceted process that requires careful consideration of various factors, including the physical space, materials, schedules, routines, and underlying philosophy. By understanding the importance of well-designed indoor and outdoor learning environments, early childhood educators can create spaces that support children’s development across all domains – physical, cognitive, social, and emotional.

When designing indoor learning environments, it is essential to establish clearly defined activity zones that offer children opportunities for exploration, discovery, and learning through play. The selection and placement of materials, as well as the use of color, lighting, and natural elements, can significantly impact children’s behavior and engagement. Outdoor learning environments should provide children with ample opportunities for physical activity, risk-taking, and interaction with nature, while also incorporating elements that support creative expression and social interaction.

Effective time management, through the use of well-planned schedules and routines, is crucial for creating a sense of structure and predictability in the early learning environment. By striking a balance between teacher-directed activities and child-initiated play, educators can foster children’s independence, decision-making skills, and overall development.

Underlying all of these elements is the importance of developing a clear environmental philosophy that reflects the educator’s values, beliefs, and understanding of how children learn best. By drawing inspiration from established curriculum models, such as High Scope, Reggio Emilia, Montessori, Waldorf, and Forest Schools, educators can create unique and innovative learning environments that are tailored to the needs and interests of the children in their care.

Ultimately, the goal of creating a high-quality early learning environment is to provide children with a safe, nurturing, and stimulating space that supports their holistic development and lays the foundation for lifelong learning. As early childhood educators, it is our responsibility to continually reflect on our practices, adapt to the changing needs of our children and families, and strive to create environments that inspire wonder, curiosity, and a love for learning.

References

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Isbell, Rebecca and Exelby, Betty. (2001). Early Learning Environments that Work.

Beltville, MD: Grayphon House, Inc.

NAEYC (2020). Muddy play. Reflection in young children’s outdoor learning in an urban setting. Retrieved from https://www.naeyc.org/resources/pubs/yc/mar2020/outdoor-learning-urban-setting.

Vitiello, V.E., (2012). Variation in children’s classroom engagement through a day in preschool: Relations to classroom and child factors. Early Childhood Research Quarterly, 27, 210-220.