The Physical Environment
At the end of the day, when we consider the reasons we send our children to school and/or choose to school them at home or in any hybridization of these, it has to do with environment.
(Real Quick: If you’re interested in the full Mini Workshop covering physical, social, and intellectual environment, click here!)
Environment, in our working definition, refers to the space and atmosphere, that you and/or child inhabit together. It is the place and space where learning, development, play, and creation all occur.
This post asks us to consider: What does environment mean to us and how can we use our physical surroundings to make sure it’s as conducive as possible to the work we and our children do each day?
For me, when I think about environment I think about the physical space first and foremost. How is my space set up? My classroom or schoolroom? Do I have lots of space or a little? What sorts of materials are at my disposal?
Our physical spaces are only one component of our environment to be sure, but they matter a great deal. The Reggio Emilia tradition refers to environment as “The Third Teacher” and whether or not you ascribe to this approach it is an idea that holds a great deal of merit and is a valuable lens through which to conceptualize your space.
Calling the environment the third teacher means that an environment teaches children how to be in, move through, and interact with it. The environment (along with an actively agentive child) influences social interactions, dispositions and habits of interacting with materials and moving through space, and develops the child’s sense of order and beauty to the degree that such is honored by the environment.
In truth, the child and environment exert mutual influence upon one another, but I want to take note in closing of a few of the most important features of the physical environment to consider as you prepare to embrace—either anew or for the first time—the rhythms of the school year with your littles.
The boundaries of your physical space do constrain your layout. However, there are ways to be inventive with the space at your disposal, even if the space you are working with is limited.
CONSIDERATION 1: BINS AND TRAYS.
Many traditions, notably the Montessori method, incorporate focused provocation house in trays and bins that are easy to setup, clean up, and re-home once a child finished their exploration. If you are short on space and want to keep things handy, setting up a bin with the week’s explorations in a given domain can be a both space and time efficient way to capitalize on a big need in a small space.
CONSIDERATION 2: STATIONS AND FOCUSED EXPLORATIONS.
Similar to the above, you may choose to structure your days around particular focused explorations that allow you to incorporate multiple elements of your particular curricular framework into one. For example, you may notice your child has an interest in honeybees and so in your space for the day or week reflects this through a selected rotation of materials that further this interest. Rather than attempting to house everything in your immediate physical space, you are able to cull and curate things down to what matters most.
CONSIDERATION 3: PHYSICAL MOVEMENT.
Consider how various parts of your curriculum might live in all the parts of your home. For example, perhaps you read books and tell stories in the living room or den, perhaps science occurs in the kitchen, nature walks and resources might live outside on a deck or patio depending on the season, etc.
CONSIDERATION 4: FLEXIBILITY AND TRANSITION.
The truth is that spaces need to flexible. For many if not most, the space where you focus on play, creating, learning, etc. with your child has to be other things as well—a playroom, a kitchen, a family room or bedroom. Make a plan for how to incorporate the various functionalities of the spaces you need to accommodate.
In addition to your physical limitations, the truth is that children are constantly changing—needs, interests, and their physical size is in constant flux! Make sure that your space is flexible enough to role with your children’s evolving tastes and needs—another way to frame this is to say to make your space “responsive” to your child. Imagine your physical space as an embodiment of an implicit conversation about the needs, tastes, and desires of you, your child, and their ongoing development.
CONSIDERATION 5: THE CHILD’S IMPRINT.
This is, in my view, one of the most important pieces of physical environment. A child should be able to see and know that an environment is for them. Even if it cannot live on the walls, strive to keep your child’s work handy (using a small picture frames, perhaps, to quickly setup pieces of work or documentation before inviting them into an activity or provocation).
Next we meet, we’ll break down aspects of the social environment to consider as you create your child-centered, nurturing spaces!