Review of Gathered Materials: Priorities for Change

To improve the classroom setting, we would incorporate the following steps:

1. De-clutter the classroom and take off posters on the wall
2. Eliminate materials and toys that children are not using
3. Circle time materials should be at children's eye level
4. Add a tent for children's individuality and independence
5. Light table should be incorporated to enhance further open-ended learning opportunities
6. Pedagogical Documentation should be created

1. Where do the children see as the important places in the learning space?

The children see the dramatic center and the reading center as learning spaces because they have the opportunity to interact the most with other children and essentially learn from each other.

2. How do the children use these places?

In the dramatic center, they engage in pretend play by assigning and performing roles; such as a doctor office. In the reading center, they take turns reading to each other and listening to stories,  

Map-making

1. What information has been confirmed by the children using this tool?

This map-making process with the children allowed us to determine the children's knowledge their toys and play areas in the classroom. In addition to this observation, we discovered their important components and interests in the room that carried value and meaning to them.

2. What new information has been given to us?

Based on the map-making method, we observed the children's ability to represent the play areas and materials they have experienced with in their learning environment on paper. 

Map-making on Pinterest

Decision Making

Places to Change

The environment can be used to inspire children by incorporating light, "open spaces that are free of clutter." There needs to be natural materials that encourage children to further their exploration and opportunities for open-ended learning. "The space encourages collaboration, communication and exploration. The space respects children as capable by providing them with authentic materials & tools. 

The room needs to be de-cluttered. There are many materials and toys on the shelves in the classroom that are not used by the children. The children can help decide what materials they would like to keep in the classroom. The pictures in the classroom on the wall should be removed, due to the lack of encouragement which does not further their exploration and curiosity. 

The children's artwork on the board is selected by the teacher which appear to be completed and visually appealing. Instead, the teacher can make the children's learning visible through pedagogical documentation which includes all children's work. This emphasizes the process, rather than the product. 

Although the furniture is wooden it should be a neutral colour, as well as the carpet.The reason being is that the bright colours are over-stimulating and overwhelming. Incorporating neutral colours in the environment creates a Reggio Emilia Inspired Approach. 

Places to Add
Children require opportunities for self reflection, therefore there should be available spaces in the room that promote individuality and independence. A small area in the classroom should be dedicated for alone time, which could include an area for a tent/blanket fort. 

In order to make children's learning visible, it would be beneficial to incorporate a light table in their daily experiences. The light table can enhance their development by allowing cause and effect, balance, shapes, sizes and shadows.

Places to Keep
We are going to keep the play and learning areas; however we will add and/or eliminate materials and toys to encourage children's interests and curiosity.

Places to Expand
Due to the fact that children's cots are placed on the carpet where children typically play, we would designate a separate room for nap time. We would do this to avoid children becoming distracted by the toys surrounding them while they sleep. In addition, another reason why a separate nap room would be beneficial is to avoid unnecessary rearrangement which could be time consuming.

Review of Gathered Materials: Issues

Controlled Spaces

- Worksheets

-Calenders/Circle time materials are out of reach/not at child's level

-Art work selected by teachers for display

-Teacher directed classroom rules to be obeyed

-Theme based (letter of alphabet/number is selected for each week)

-Outdoor is decided by the teacher (weather conditions) 

Materials and Play Centers

-No natural materials/loose parents for exploration (art/science area)

-Materials/toys selected by teachers/supervisor (no input/ideas from children)

-There are puzzles in the classroom that aren't age-appropriate

-Diversity limited due to only a few posters, however were not at children's eye level

-No light table to project pictures and loose parts for exploration

-Limited use of wood furniture and materials

Limited Spaces

-No separate room for nap time

-Room can be distracting during nap time - toy shelf near cots

-Overwhelming amount of materials in the classroom (classroom space is small/limited/too crowded)

-No private space for children to play independently

Lights, Ceilings and Floors

-Based on our gathered information, we found no issues pertaining to the room's lighting, ceilings and floors

Mind Map

This customized mind map for the classroom contains four themes based on our observations and initial impressions.
The four main themes were: Controlled Spaces, Materials & Play Centers, Lights/Ceilings/Floors, and Limited Spaces.

Provided above are our initial impressions of the themes within the classroom setting.
Few aspects of the classroom may have room for improvement and enhancement, while some areas are beneficial for their development and exploration.

Practitioner's Interview

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 This interview was between Ms. S and Taline Mazian

1.  What do you think children gain from playing here?

“The curriculum is play-based. The experiences for the children are planned based on observation and following their cues. Children are given many opportunities to problem solve and interact with their peers.”  

2.    Where do you think the children's favourite places are?

“The children favourite area in the classroom is the dramatic center and construction toys area.”

3.   What do you think children do not like?

“The children dislike being at the book center.”

4.   Where might the children have privacy?

“Children might privacy at the book center.”

5.   Where might the children go to talk to a friend?

“The children are able to talk to their peers in any area in the classroom.”

6.   Tell me about how the children use the space?

“The children will bring materials from other areas and bring them to the carpet to play.”

7.   What do you think is missing in the Learning Environment?

“There is no sink in the classroom.”

8.   What materials in the classroom would you mind not having?

“I rather not have the puzzles in the classroom because they are not age-appropriate for the children in the classroom. The puzzles are too challenging.”

9.   What additional toys would like to have in the classroom?

 “I would like to have more construction and drama toys for the children.”

10.  Are there any other changes you would like to make?

 “There should be a separate room for nap-time.”

Our interpretation:   

1.  What has been confirmed by using the tool?

      Ms. S stated that she follows the play-based curriculum. Her planned activities are based on observations and following children's cue. The interview confirms that children require a space for privacy because they are currently using the book-centre. Two of the changes that Ms. S would like in the classroom is a sink and a separate room for napping. 

2. What new information has been gained by including this tool? 

     New information that has been gained is that the children require age-appropriate materials in the classroom. There are puzzles in the classroom that are too challenging for the children. In order to incorporate materials that are age-appropriate, interviews with children can be conducted in order to decide what toys and material children want their environment.

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Child Conferencing

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This interview was between Child S.C and Rachel Silva.

1.   How old are you?

·         “I am three.”

2.    What do you like about your classroom?

·         “Ms. N gives a hug.”

3.   What do you not like about your classroom?

·         “Numbers.”

4.   Where do you like to play in the classroom?

·         “I like fire trucks.”

5.   Where do you play in the playground?

·         “Blue bike.”

6.   What do you want to play with the most in child-care?

·         “Bike, I like the blue bike blue.”

7.   What is missing in your child-care?

·         “A snowman.”

8.   Where do you play with your friends in the classroom?

·         “Child A. Drama Centre.”

9.   Where do you want to go with your Teacher?

·         “McDonalds.”

10.  What do you need in your classroom?

·         “More toys.”

Our interpretation:   

1.   What has been confirmed by the children using the tool?

·      It appears that Child S.C would like more materials in the classroom to further explore her knowledge. Perhaps providing natural materials would be beneficial for the children due to the lack of natural materials provided. 

2.    What new information has this given us?

·     Based on our observations, we have noticed worksheets completed by children on the display boards. By reviewing the child's response to our interview questions, it appears they may not be interested in "Numbers." This could potentially be due to the fact they are required to do worksheets, when they could be learning with more of a hands-on approach, (counting by using loose parts, exploring in the outdoor environment and implementing materials that are within the child's interest). 

Child-Led Tours

What has been confirmed by the children using this tool?

The child-led tours indicate that the room is more teacher-directed than child-initiated. 

One of the children stated, "Teacher's board," as we were passing by the calendar.

The display board with the children's artwork and the worksheets board were both selected by the head teacher depending on her preference of children's work. It appears that the children are not included in the participatory aspect of planning and helping decide what posters and pictures should go up on the wall.

What new information has been given us?

Before having the children lead us to different areas in the room, Myra, Rachel, and I went into the classroom and observed it as an outsider. We observed that the room was too small for the amount of children allowed and that there was no private area for children to be by themselves in. During the child-led tours, one of the children mentioned that they want a place in the room to hide. Some examples include placing a tent in the room or having a corner with blankets and pillows dedicated for children's individual play. 

Furthermore, the children stated that although it was raining, they wanted to be outside. 

Based on our observations and the responses received from the children, we concur that they need a private space for self-reflection.With the new information that was provided from the children, it is evident that children need exposure to natural environments. Therefore, the classroom design should be reconstructed to incorporate a Reggio-Emilia inspired approach; for instance having a portion of the room with a glass ceiling and glass walls for the children to look in their playground.