{"id":463,"date":"2013-08-15T03:06:10","date_gmt":"2013-08-15T03:06:10","guid":{"rendered":"http:\/\/content.scienceofecd.com\/secd-intro\/?page_id=463"},"modified":"2026-05-05T20:33:02","modified_gmt":"2026-05-05T20:33:02","slug":"cl-3-2-planning-environments-for-learning","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/secd-intro\/cl-3-2-planning-environments-for-learning\/","title":{"rendered":"CL 3.2 Planning environments for learning"},"content":{"rendered":"\n
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The classroom environment can help shape a child\u2019s identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children\u2019s thinking, questions, and curiosities” (Biermeier, 2015, para. 3).<\/p>\n<\/blockquote>\n\n\n

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In the city of Reggio Emilia in northern Italy, early childhood programs introduced the concept of the environment as the “third teacher” – besides the two adult educators in an early years classroom (the Reggio Emilia approach is explored further on p.3.3 of this module). This can be a useful concept for thinking about the design of environments for children. The play space, whether it is indoors or outdoors, can provide:<\/p>\n\n\n\n

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  • multi-sensory experiences<\/li>\n\n\n\n
  • information<\/li>\n\n\n\n
  • invitations to explore<\/li>\n\n\n\n
  • meaningful opportunities to use a wide variety of interesting materials and tools<\/li>\n\n\n\n
  • time and spaces to practice and develop skills – both as individuals and with other children and adults<\/li>\n<\/ul>\n\n\n\n

    As you watch the video, which shows play areas in different child care programs in Manitoba, consider the attention to detail and what values are communicated to children.<\/p>\n\n\n

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    \n VIEW<\/span>Play spaces (4:17)<\/span> \n \n <\/div>\n <\/div>\n
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