The importance of the early care and learning environment – sometimes referred to as the “third teacher” –
cannot be underestimated in shaping the experiences of children and adults (BC ELF, 2019, p. 22).
Environments are made up of three elements:
Space and place
Materials
Time: rhythms and flows (BC ELF, 2019, p. 22)
What does the space and place says to children?
The arrangement of furniture, space invite children to explore and express their identities and culture, Space and place can encourage children to explore their surroundings and discover new things. Understanding their space and place in the world can help children develop a sense of identity and belonging. In the 1st picture, that space is screaming and asking those girls to come and play with that dolls, where as in 2nd picture it shows the belongingness, that art tells the children that they all are unique with there unique hand print and they belong there. The space around them always ask them to explore where it is classroom or the play ground.
Materials
Different materials (such as toys, objects, art supplies) that children encounter invite different kinds of participation and engagement (BC ELF).
Materials ask children to play with them, it asks children to explore, learn and enjoy. Interacting with materials helps them to explore and experiment more. Playing with different materials helps them to know better about their choices and interests.
Karolyn’s Notes Apr 4, 2024
It is nice to see you are engaging with the BC ELF, and making connections to what you see and experience in the classroom. I wonder how you know “that space is screaming and asking those girls to come and play with that dolls”. What is happening here, what did you observe, hear, know about these children that makes you interpret this encounter this way?, How does the 2nd picture it shows the belongingness, that art tells the children that they all are unique with there unique hand print and they belong there“? Did they talk about it? What did they say? This was a teacher directed craft to decorate the classroom. How did you as the educator support children to make connections to this display so that they could connect to it and feel belonging because of the experience before, during and after the craft was created, hung on the wall, revisited, etc. You state “The space around them always ask them to explore where it is classroom or the play ground.” We had a large conversation about the environment and how it often sends messages that we do not intend. Where do you see this happening and what would you add, take away, change etc. to help the environment communicate in other ways. What is being said yes to? No to? What is mysterious, curious, etc. in the environment and what are the potentials for new encounters with time, space and materials in this program?
Please remove the place holders below so it is only your work here.