Training — Making Your Environment “The Third Teacher” by Margie Carter “In order to actos om eucator forthe child, States. Our programs have been programs, we must expand our ‘he environment has tobe flexible it must developing what author and Harvard _ thinking beyond the notion of room sondergo frequent modification bythe educator Tony Wagner (201) cals "a arrangements and rating sales. We chiléven and the teacher inorder to remain caltare of compliance” aimed at rust ask ourselves what values we pto-dote and responsive fther needs 10 regulations, not dreams for childzen want to communicate through our te protagonist in constructing thir and ourselves. For instance, teachersin environments and how we want Inoledge.” a Head Stat Program told me they cilren to experience thei ime in our ella Gandini (1998) were dinged “out of compliance” grams, Walle down the halls and because they had a replica ofthe solar _into the classrooms of your program. ‘The Italian Schools of Reggio Emilia are system hanging from the ceiling, not at What does this environment “teach” acclaimed for the stunning environ ‘the children’s eye level. A child care ‘those who are in it? How is it shaping, rents their educators have created, and teacher described how the children's _the identity of those who spend long they provoke us to recognize the enthusiasm for using the block area todays there? instructive power of an environment. create “the talest building in the This isnot a new concept but in their world” quickly waned when her diree- When Deb Curtis and I were writing schools we see vibrant examples of tor artived with a reminder ofthe rule Designs fr Living and Leaning (2003) Jearning environments that dazzle our not to build higher than their shoulders. we found ourselves in a dilemma, We senses, invite cuicsity and discovery, These and many other storie tellme __were eager to share photos ofthe and most importantly foster strong, that we are not working with theidea inspiring environments we had begun respectful relationships. Reggio educs- Gandini suggests above, eating encountering and working with tors seem to havea different nation flexible environments that are programs to shape. But, we feared about the role of the environment in. responsive to the need for children and people might just ilip through the edtucating children, for unlike the teachers to construct knowledge pages looking for “decorating” ideas typicel US. early childhood classroom, together. If we want our environments and bypass the text explaining the their walls aren't covered with alphabet tobe teachers in this way ifs time we underlying concepts and principles the letters, calendars, and jb charts, Nor dodo some careful reexamination to see __pholos represented. Indeed, ve have you find commercially produced how our standards and rating sales. = 7 bulletin bosrd displays labels on every have begun to limit our thinking, and Marge Caer wos 282 shelf and surface, or rules posted, What how commercial and political interests tach fuesto ines could they be thinking? are shaping more and more of what sete eas he US, a ae Cana, ten eorsting an toverers crvirgoner ook, Desi for Lg nd Lean To lea mor abacher work and pubes, vst In the name of early education, homogenization and institutionaliztion _In my opinion if we are to embrace the are sprouting up everywhere in early dea of the environment asa significant | mpecrtsinr com childhood programs across the United educator in our early childhood : 22 Exchange July/August 2007 Single copy reprint permission fom Exchange, Te Early Lasts’ Magazine Src 1978 FO Box S26, Rodinond, WA 8073» Bl) 21-2864» wr ChldCarechange sm ‘Malipe ure copy agreement avalable for educrors by request.Training TD commie to vent ining stele strategy: erent perspectives to engage teachers in constructing their Eliminate as well as supplement _# forming mutually interesting and cnderstanding ofthe envionment ax repel eltionshipe She thd eae in hei oom Ac eawitonet tat crowded ot Ghttred may obouethe values you ‘Vite ora a Ive iin to ater somne 5 felng valued and espace Bring words to life sample pictures of the contrast between _& having tools and time to do what is, Chute hatch, orhoring environments needed and wel organized hogy 1 being intelectual simulated and Depending on their Ieaming style, planned ones and go through them one engaged take diferent path ong ta F s bs ith tions fe 8 provid tunities t ace onary dlocsin je boson adjust pagel, elaborate red gr pftlnaly teaching practice Tike to find inspiring Fos instance, if you were a child, what experiencing oneself as part ofa ee sight your experience be in this cating, | ‘community tit heir own veal ages or eas your xe ee About how these words might be envionment fing Soong rlatonshps wi reflected in an actual environment For pom instance, le selection of provocative Strategy: quotes about environments such a the Explore values for surat following, and have your staff choose your environment rategy: one to either draw a representation of Set goals and address barriers Siilisae oken eases ‘Use some of your staff meeting time to ee eet a ee reflected in your environment. Pass out childhood environments usually et of Bank nex cards and ask erate one of responses er 1 Fist we shipeou buns. Ther ere wus one foreach value that excemert bout making charges nd shy apa es Cote age ‘Winston Chanchill with children. Collect these, and ‘comments like “the licensor would together organize tem int groups with never allow that my Kids could never 1 More than he sie pce, he common cements Then to move bese handle that we dnt have that kind of encirnmment) includes the way time i Yalyes from abstract ideas to practical money’ and so forth. Help your staff structured and the roles we are expected examples, assign each group of cards to work with the notion that in many fo play It camditions how we fee thinly 4 dyad or cluster of teachers with the cases, “less is more” and we want to be snd beh adit dramatic fects of sng the back of te card to. erator nol consumers when We et up fhe quality efor culine or sketch how this value might our leeming environment fer Jim Greenman be specifically reflected in the physical looking at examples of inepting environment and asoin the social resources (Curt Carty, 205 Our Hogi fc nor digs, emotional enwtoment ested by your Greenman, 2006 Harest Resour, inturn shape ier ig atont pels routines, and uals. Consider 200, lel & Exel 201) give heme nd if les forthe aula a wellogthe teacher worksheet such atthe one ‘Anita Olds ee, mrnd to prompt your saifshould they and baer tn averome 12 Theersrnmentis themes cioble ead it ie epee eee tl he protagonist It cones Be aus cide mse that hs ‘sa place here alls Binge home away rom home Despite my concern hata focus on the Face ug aot he uty nd a rs—sC«sC;)Ssi‘C;SC;séC;séC;sN a helping cdr tobe poweafal and mend eas i where Tale Gnd sore decorating supercal window dressing — mindset, Te found that hen we ES eran ee fers wth pe i seingoneaefas a capable camer environments aualy a poveral Maya Angelou ee —C—=F JolylAuqust 2007 xchange 23,Training Se IF you were a child, what might your experience be in this environment? ‘Study each picture with the following questions in mind What isin this environment that helps you focus and be intentional about your se of time? 1 What support and guidance might you need to benefit from this enironsment? 24 Exchange July/August 2007Training Ai sgetbeyond notions of Martha Stewart. Greenman J. (2006). Caring Places Thinking about the environment as a_Learing Spaces. Redmond, WA: comumunicaor and shaper of values can Exchange Pres. stirup anew sense ofthe significance of early care and education work. When Harvest Resources. (2006). CD Study. hese ee Pare nel ember Guides: Leave No Child Inside, Visionary envionmnents that are beautifal, Infant and Toddler Program Environments, soothing, fllof wonder and discovery, 7" dy of Early Childhood Programs they feel intrigued, respected, and eager ssomments, Giving Children More to spend ther days living andleaming assuage, Seattle: Harvest Resources in this place. Aren't these the very fe feelings we want the children to have? Isbell, & Exelby,B. (2001), Early References Learning Enoironments That Work. Beltsville, MD: Gryphon House. Curtis, D, & Carter, M. (2003). Designs for iin nd Leraing.StPOuERedleat Wags, 7.201). Mating the Grade Press New York Routledge. Gandini L. 1998, “Education and Caring Spaces” in Edwards, C, Gandini, 1, de Forman, G. The Hundred Languages of Children. Greenwich, CT: Ablex Worksheet for Considering the Environment as a Third Teacher (developed by Ann Pelo and Margie Carter) | Value: eeate connections | Value: Engage the senses, | Value: provoke curiosity, Value: L and a sense of belonging invite physical play intellectual engagement | Aeneas fou | envionmere that | support is vale | [Tem otaeaarn | envronment tat | | vader ale | | Changes we will make to tings value more fly | imo or envionment | L iuylaugust 2007 xchange 25,Training Worksheet for Goal Setting and Addressing Barriers (Geveloped by Marie Cater and Deb Cutis) Goals for next Monday | Goals for next school year | Goals for next three years |Bariers to overcome | Support | need [Things to ade Things to ade Things to add: in me: ‘Specific support to ask for | | L i Things to eliminate: | Things to eliminate: ‘Things to eliminate: In the environment. | [Things to change or | Things to change or ‘Things to change or in our policies ‘Specific education or raining rearange: ‘warrange: ‘eerange: {0 seek out 25° Exchange Juy/August 2007