Learning Spaces

Original Post 2021

Next week, I will step into the learning space for Kindergarten for the next year. I have been thinking about the most important factors that will guide the setting up and use of learning spaces. Reggio Emilia refers to the learning environment as a 3rd teacher.

The PYP offers us this graphic reminding us of the connection between design, resources and pedagogy, rooted in play and relationships. 

I have started to curate some examples of inspiring learning spaces and other considerations when making decisions about environments. This link might provide some new insights for you, too?

What are your priorities when considering and setting up learning spaces?

My Top 10 

A learning space is beyond the physical environment. Developing a safe space in which a culture of inquiry, thinking and possibility thrives and respectful relationships are built is key.

Maximising opportunities to explore nature and the outdoors 

Open-ended resources with infinite possibilities 

Placement of resources and displays from the perspective (and height) of a 5 year old. 

Co-construction of the space with children so that children have a sense of belonging and ownership. This means that the learning space won't be "finished" by the time the children walk in to school, and the learning space will continue to evolve in response to their interests, choices and play. 

Workshop style where children can be (and develop the habits of mind of) scientists, geologists, readers, actors, musicians, artists, writers, mathematicians, historians, engineers... as well as more transdisciplinary approaches to learning such as communicators, thinkers, researchers, collaborators, negotiators, decision makers and managers. 

Defined (yet flexible) spaces that allow for individuals, groups and the whole class to play and learn together at different times 

Inviting and playful spaces that attract attention, provoke curiosity and model beautiful aesthetics

Learning spaces that promote agency where children take initiative, show independence and responsibility, and are confident in the choices they make

Learning spaces that make visible children's theories, questions and thinking - both in terms of the conversations that can be heard and the documentation on display - and how these fuel dialogue about next steps in the learning process. 

Update to post - August 2023

For the past two years, I have found myself inquiring into learning spaces. With the classroom assistant, I have never spent so much time reflecting on resources, their organisation and the "look" of the classroom. It is interesting to read back on the blog post above from two years ago and see that the ideas back then still hold true for me today. 

To enhance my inquiry into learning spaces, I have continued to read, observe other learning spaces and have conversations with others. This week, I have been fortunate enough to have a friend and colleague, Chizzy Kakizawa, visit Paris and spend time with me setting up the Kindergarten classroom for this year. Inquiries are often enhanced by the perspectives, insights, passion and expertise of others, and my thinking has been challenged and deepened significantly this week. 

Chizzy used a 4-step process to ensure time was spent efficiently towards achieving a shared goal and vision. 

1. Interview. Chizzy interviewed me to find out about the needs, hopes, pedagogy and context of the learning space. She then created a paper representation of the classroom with moving parts to explore options before moving any actual furniture. 

2. Areas. We made decisions about the type and number of areas in the classroom and their positions, including where the focal point of the classroom should be. 

3. Resources. We allocated (and moved) resources to different areas. 

4. Organisation. We organised the resources within each area. 

Thought was given to the arrangement of books - both horizontally and vertically. 

Storage baskets and containers were grouped based on material, shape and colour, and positioned with spaces between each. 

"Less is more" I had fallen into the trap of having too many items out for arts and mark making so many things were put away as reserve items. 

A storage unit that had constantly troubled me was reorganised and its shelves were redistributed. It changed from a random collection of assorted resources to a storage unit that had shelves aligned and space created for children to see what resources were on offer. 

Some resources changed "home" and were placed for better access and visibility. 

The photo below has become the focal point of the classroom to invite children to play, be curious, be creative and to explore. The resources themselves will change over time. We had conversations about the location of this focal point based on the shape of the classroom and the direction of sunlight. 

Chizzy was invaluable in helping to develop a learning space based on aesthetics and supporting young learners to be independent and responsible in their play and inquiries. If you would like to connect with Chizzy, please email her at chizzytidyup@gmail.com. Her work supports educators and families to set up beautiful learning spaces that allow young children to make choices independently and take ownership of their learning. She has experience as a teacher in international schools, including PYP settings.