This document discusses how early childhood learning spaces should be designed and utilized. It advocates for a child-centered approach with distinct areas for different types of learning, including quiet and loud spaces, individual and group work, and indoor and outdoor exploration. Excursions beyond the classroom can further learning when they relate to current topics, extend projects, and provide new experiences. Technology like iPads and interactive whiteboards is suggested for educational use as a class, not just to occupy students. Active learning principles from theorists like Piaget, Vygotsky, and Dewey emphasize student interests and collaborative projects. The teacher's role is to organize engaging environments, record student work, and see each child as curious, capable, and a co

1. By Belinda Schroder
Educators who utilise the space effectively, makes the
learning environment become a “second teacher and helps
the way students feel about themselves and behave”
(Hutchins & Sims, 1999).

2. Play based, child-centred learning
Values and policies are for the P-6
school
Early Years Learning Framework to
guide students learning
 loud and quiet areas
 individual, small and large group
areas
 both indoor and outdoor
exploration
 a literacy area
 the arts are evident
 a mathematical area
 a scientific area
 ICT area
 project based learning and
investigation area

3. Excursions or incursions in a Preschool
learning space should,
• relate to the interest of the students
• be an extension on what is being
learnt about in class
• be used as a summary or conclusion
for a project or concept.
• 1:4 adult:student ratio
Taking students beyond the natural
classroom learning space, gives
students the opportunity to explore the
teacher’s intended outcome further and
provide students experiences outside of
the four walls of the classroom.

4. The electronic learning space
within an early childhood
class is an evolving and new
concept. Ways in which it can
be utilised are,
• small class set (2-6 Ipads)
• Apps downloaded
need to have an
educational focus and
not be just ‘occupy’
students.
• IWB or smart board
• Great to involve the
whole class but make
sure the focus is of
educational benefit.

5. Active learning is a key principle in early
childhood education. A key theorist behind
active learning is the Reggio Emilia theory.
Main focus for collaborative learning
Based on Piaget, Constructivism, Vygosky, and
Dewey.
Learning is based on children’s interests and
experiences.
Learning is project oriented.
Hundred languages of children—symbolic
representation of work.
The individuals learning is active.
Teachers role in this group learning space is to:
Works collaboratively with other educators.
Organise environments full of possibilities and
provocations.
Act as the recorder for the children. Helping
them trace and revisit their words and actions.

6. Each child is different and this space should reflect the image of each
individual student.
Image of the individual
 Curious
 Capable
 Competent
 Co-constructor

7. d

8. Hutchins, T. & Sims, M. (1999). Programming and planning for infants and toddlers: An
ecological approach Australia: Prentice Hall.
Mooney, C.G. (2000) An Introduction to Dewey, Montessori, Erickson, Piaget &
Vygotsky. Minneapolis, MN: Redleaf Press.
Reicks, M., Burns, C. & Schroeder, M. (2011). Interactive Whiteboards: A New Tool for
Extension Education. Journal of extension, 49 (5), 1-3. Retrieved from
http://www.joe.org/joe/2011october/pdf/JOE_v49_5tt10.pdf