A new classroom of possibilities!

The Environment As Third Teacher...

There are three teachers of children; adults, other children, and their physical environment.

Loris Malaguzzi

Quite some time has been spent on planning and reflecting in regards to the setup of our new space. It's more than just decorating! Many factors played a part in creating an environment for children that acts as the third teacher. 

You may be wondering what I mean by "the environment acting as the third teacher"? According to Margie Carter, "we must ask ourselves what values we want to communicate through our environments and how we want children to experience their time in our programs. What does this environment “teach” those who are in it? How is it shaping the identity of those who spend long days there?"   

Carter, M. 2007. Making Your Environment “The Third Teacher”. Exchange Magazine

This is where the reflecting piece came in for me. The following are a few factors that I felt were important to the design and setup of our classroom environment: 

1. Flow in the room (allowing children to move freely between exploration areas, allowing for clear paths)

2. Accessibility of materials (supporting independence, being self-sufficient, seeing themselves as capable learners) 

3. Connecting home and classroom environment (creating softness, a safe home like feeling)

4. Starting with bare walls, and being open to co-constructing the space with the children 

5. Engagement through the natural world, (connecting children with nature by using natural artifacts and taking part in experiences outdoors)

6. Creating an environment that fosters wonder, exploration, and curiosity (being intentional with the materials that are placed out for the children to interact with and explore) 

7. Creating an environment that fosters respect for the materials used and for each other 

Without further ado, here are a few photos of our new classroom environment! But please note, it may change frequently based on the suggestions and needs of our students!

“In order to act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children and the teachers in order to remain up-to-date and responsive to their needs to be protagonists in constructing their knowledge.”

Gandini, L. 1998. “Education and Caring Spaces” in Edwards, C., Gandini, L., & Forman, G. The Hundred Languages of Children. 

Sand Area 

Light Table Area (various materials intentionally placed to explore light)

Writing Area 

Paint Area - part of Arts Studio (allowing for curiosity and exploration using different sized brushes and painting tools. Clear containers to explore creating different colours)

Arts Studio (Mirror for sketching flowers etc. adding another dimension)

Line Provocation (exploring lines using different mediums, e.g., plasticine, crayons and paper, and wire) 

 Loose Parts (recycled and natural materials for creating)

Construction (big blocks, recycled large cardboard tubes, tree slabs) 

Wonder Window (binoculars! I wonder what we'll see this year!) 

Playdough Provocation (What can you create? Using corks, buttons, pebbles, shells, beads) 

Discovery Area  

Math Area (intentional materials placed, e.g. dice, dominoes, wooden numbers)

Reading/Quiet Area 

Closer look at our Arts Studio (shelving unit to the left contains various recycled materials for creating!)

"When teachers and parents find themselves in environments that are beautiful, soothing, full of wonder and discovery, they feel intrigued, respected, and eager to spend their days living and learning in this place. Aren’t these the very feelings we want the children to have?"

Carter, M. 2007. Making Your Environment “The Third Teacher”. Exchange Magazine

We are so excited to begin a new journey with you! See you soon!