This issue’s Child Files looks at Developing Professional Practice: go through each of the bullet points and reflect on what you would do for each.
Child File 1: The physical learning environment
Jean Piaget, the Swiss developmental theorist who developed his theories from observing his own children, highlighted the importance of providing a stimulating learning environment. Although he placed little emphasis on the important interactive role of educators in the learning process, his theory that babies and toddlers are actively involved in their own learning (i.e. cognitively engaged), eager to know about and understand what they are experiencing, has strongly influenced the way we view children’s learning and development. The following example, adapted from an interview with a manager of a setting engaged in the Achieving Early pilot highlights the importance of providing stimulating learning environments for babies and young children:
Context
The Nursery, situated in Tewskesbury, has 68 children on its register, with up to a maximum of 34 children a day. The setting is divided into three areas- the baby room and separate areas for toddlers and pre-school children. Children are aged between 3 months and 5 years. Although there are some children with SEN, none of the children have a statement or an EHC Plan. Two children are ‘moving towards’ an EHC Plan and will have this by the time they move to primary school. There are a few children who are EAL. The nursery has 10 members of staff; each has key person responsibilities.
Approach
The manager described how there had been a focus on the physical learning environment. The nursery was extended: firstly with a new second floor room which has now become another room for the babies to use, secondly with a ground floor extension (with its own bathroom facilities for all children to use). It is also a place for key people to have conversations with parents, first aid courses are run and parent workshops are held. In making the changes to the learning environment, the manager decided it was important to consider the physical surroundings from the child’s point of view. The staff discussed this as a team and a list of changes was decided; changes were considered in the context of the ‘best’ for children’s learning.
Parent ‘voice’ was important in the settings’ decision making. A questionnaire was sent to parents and carers. The preface included an outline of the changes the setting proposed making and an explanation as to how the changes would be beneficial to children’s learning. The questions focused on what the parents would like and the extent to which they agreed with the proposed changes. The parents and carers recommended having an arm chair for story- telling and having more emphasis on seeds and flowers.
The setting made these changes. ‘Flowers and seeds’ was already a part of the work carried out by the setting, but following feedback from the parents and carers, the setting made this activity more prominent. The staff team had proposed introducing more bars and mirrors for babies, this was considered as it would encourage children to pull themselves up to standing and support them in this milestone. This was also introduced. On a smaller scale, the setting introduced trays for messy play e.g. Cornflower play.
Impact
The following comment by Sarah, one of the parents, acknowledges the benefits of the changes: ‘I love how cosy and welcoming the baby room is. Jake loves reading the books and dancing to music. I enjoy reading his daily diary. And I think all the activities they are doing are excellent.’
Reflection
- In what ways does the learning environment contribute to the children’s cognitive engagement?
- Reflect on how it helps the children to advance in their learning and development.
- Reflect on your own practice.
- What issues would you consider when planning a classroom which is stimulating for children?