Successful Foundations is a project which supports the positive transition to school of Kindergarten children and their families through a system wide implementation of the Early Learning Policy for Catholic schools in the Diocese of Maitland-Newcastle. As Kindergarten classrooms come to life over the next few weeks, Early Learning Experts Bridie Stanger and Taylor Stokes share their insights into this innovative project and how it supports our youngest learners as they take their first steps in school.
Environments
The environment is the location, building and grounds (built and natural) from which a school operates including all fixed structures, furniture, furnishings as well as equipment, materials and resources. It includes indoor and outdoor spaces for children as well as common areas for staff, families and children.
In Successful Foundations, we make decisions in collaboration with the children to set up spaces and use materials/resources (or what we call loose parts) with purposeful intention…. reflecting. rethinking, recycling and re-imaging.
The environment promotes children’s learning. It is often referred to as the “third teacher ” as it works with and within the relationships of the child and teacher. The environment is part of a time in a particular school context and in relationship with the people in the space. It does not exist in isolation. It is also part of the culture of the school, and it reflects community values.
A focus for teachers is to engage with their students to set up environments which promote learning and wellbeing. This is an important component of Successful Foundations and will continue to be so throughout the year. It often means re-imaging the traditional learning environment of the classroom as well as the outdoor environment.
Active learning environments are those where children are encouraged to explore and interact, to make or construct meaning and knowledge through their experiences, social interactions and negotiations with others.
Indoor and outdoor environments that support learning are:
- natural and flexible spaces, committed to environmental sustainability
- responsive to the rights, capabilities, interests and needs of the child
- welcoming spaces which invite children to engage, explore and respond
- beautiful spaces which connect to heart, mind and spirit
- accessible and intentional
- opportunities for shared and collaborative thinking
- representative of the setting and the people who occupy the space. They are part of a time and place which connects to children, families, educators and community.
The resources and materials used in environments enhance learning when they are used purposefully. Careful and informed decision making is required to provide resources and materials which enhance learning, and which reflect what is familiar to the people occupying the space. This contributes to the notion of the environment as a living space for learning.
In Successful Foundations, teachers use resources and materials (loose parts) to create spaces which introduce novelty and provoke interest and challenges a child’s thinking and understanding. We refer to these spaces as provocations. Interest and engagement in provocations lead to more complex and abstract thinking and learning and thus, successful outcomes for children.
Provocations and loose parts are important components of Successful Foundations and on a greater scale, are important components of play. These will be explored further next week.
