| CODE | EPE2001 | ||||||||
| TITLE | Enabling Environments: Using Indoor and Outdoor Spaces, Resources and Materials | ||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | One of the components of an emergent curriculum approach, involves that early years' practitioners thoughtfully plan the environment by creating spaces and offering a variety of visible choices of material, resources and opportunities based on the children's interests. Throughout this study-unit, the students will have the opportunity to develop a better understanding of the importance of the learning environment on children's well-being and growth, and will be provided with ideas and skills that will help them create a stimulating environment that sets the scene for effective engagement by the children both indoors and outdoors. This study-unit offers an underpinning approach, that is supported by research, ideas and contemporary thinking that should help students explore and experiment with the way the indoor and outdoor environment can be the starting point for meaningful, independent and discovery learning. Different approaches and philosophies that address notions of space, organisation, material and resources such as those pioneered by Froebel (1830), Montessori (1848), and Mc Millan (1911) will be discussed. Other theories such as Malaguzzi's (1998) notion of the environment as the third teacher, Curtis and Carter's (2003) and Deviney et al's (2010) concept of the classroom as an inspiring space that stimulates wonder, curiosity and intellectual engagement, Greenman's (2005) concept of the environment as a caring and learning space and Jarman's (2013) principle of the environment as a communication space, will be discussed in detail in order to highlight the use of space, activity areas, paths and boundaries, storage and display, stimulation and mood,furniture and furnishings, and elements, materials and resources, and their effect on children and their emotional and cognitive growth. Students will be encouraged to perceive the learning environment as a pedagogical space that requires intention, thought and attention to detail. Subsequently, they will be invited to design, plan, organise and share ideas of an inspiring space for children. Study-unit Aims: The aim of the study-unit is to help students value the pedagogical importance of the environment to be able to maximise it as an inspiring, playful and learning space for children while giving due importance to aesthetic qualities. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Challenge historical stereotypes that exist around the way that learning environments are set up; - Establish the importance of having an environment that is inspiring, provocative, responsive and dynamic while at the same time, warm, friendly and calming; - Outline the key characteristics of an inspiring classroom; - Identify the challenging issues in creating inspiring spaces; - Become aware that the environment can influence the children's behavioural response and therefore, be careful not to create an over stimulating space; - Reflect on their role in creating a positive communicative environment that enhances emotional health wellbeing, positive attitudes towards learning and the development of relationships. 2. Skills: By the end of the study-unit the student will be able to: - Establish a clear understanding of how his/her pedagogy will inform the way he/she plans the learning environment; - Design, plan and create an inspiring and safe environment that enhances play, communication and learning; - Link the indoor and outdoor environments and use them as whole learning spaces; - Develop display areas that are child-centred and child-led. Main Text/s and any supplementary readings: Main texts: - Curtis, D., & Carter, M. (2003). Designs for Living and Learning: Transforming Early Childhood Environments. St Paul: Redleaf. - Deviney, J., Duncan, S., Harris, S., Rody, M.A., & Rosenberry, L. (2010). Inspiring Spaces for Young Children. Lewisville: Gryphon House. - Kuh, L. P. (2014). (Ed.). Thinking critically about Environments for Young Children: Bridging Theory and Practice. New York: Teachers College. - Nelson, E. (2012). Cultivating Outdoor Classrooms: Designing and Implementing Child-centred Learning Environments. St Paul: Redleaf. - White, J. (2014). Playing and Learning Outdoors: Making Provision for High Quality Experiences in the Outdoor Environment with children 3 - 7. (2nd Ed.). New York: Routledge. Supplementary texts: - Ashman, C., & Green, S. (2005). Manging Environment and Resources. London: David Fulton. - Bruce, T. (2010). (Ed.). Early Childhood: A guide for Students. (2nd Ed.). London: Sage. - Bryce-Glegg, A., & Beeley, K. (2014). Early Years Display: How to make your Displays Child-led and Child-centred. London: Featherstone. - Carter, M., (2007). Making your environment "The third teacher". Exchange, 22 - 26 Available from http://www.earlylearning.prn.bc.ca/wp-content/uploads/Environment-as-the-3rd-teacher.pdf - Daly, L., & Beloglovsky, M., (2015). Loose Parts: Inspiring Play in Young Children. St Paul: Redleaf. - Greenman, J. (2005). Caring spaces, Learning Places: Children's environments that work. USA: Exchange Express. - Hodgman, L. (2011). Enabling Environments in the Early Years: Making Provision for High Quality and Challenging Learning Experiences in Early Years Settings. London: Practical Pre-school Books. - Jarman, E. (2013). The Communication Friendly Spaces Approach: Re-thinking Learning Environments for Children and Families. UK: Elizabeth Jarman. - Scade, N. (2014). Outstanding Early Years Provision in Practice: How to Transform Your Setting into an Exceptional Learning Environment Using Simple Ideas. London: Practical Pre-School Books. - Weisman Topal, C., & Gandini, L. (1999). Beautiful Stuff: Learning with Found Materials.Davis. - White, J. (2011). (Ed.). Outdoor Provision in the Early Years. London: Paul Chapman. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josephine Deguara |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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