![]() A variety of containers were labeled, each holding a distinct type of object-objects made from paper in one a collection of orange and red fabric pieces in another a collection or blue fabric, feathers, and ribbons in another and a collection of translucent colored frames in another. ![]() The teachers made the materials easily available to the toddlers, on low shelves and in wide, shallow baskets and bins. In the collection were identical objects for creating pairs and for assembling many rather than few. They gathered similar objects graduated in size, in order to challenge the toddlers to explore concepts of size and sequencing. They made certain that there were objects with similar features as well as distinct features, in order to challenge the toddlers’ emerging ability to sort one object from another. In the art interest area for toddlers, they placed an array of toys and materials that invite exploration and comparison of color, line, shape, and texture. Joette and her co-teachers supplied this art area with the same care that scientists might stock their laboratories. In this play space, children can be seen constructing concepts of shape, orientation, light, and transformation. The inventions of one child are exchanged with those of the other. They explore how the shapes change in space and how their actions cause different reactions. They experience how they can use the different-colored panes to transform the shadows on the floor. They use one item in relation to the other. They notice the distinct features of the panes of translucent plastic. They take full advantage of the materials available in this well-stocked play space designed to prompt play with colors and textures of materials. It is easy to see evidence of the children’s thinking in this moment of play. “Yes!” says teacher Joette, “Will yours make a color on the floor, too? You want to try?” Lucila holds her frame to the sun, sees a blue spot, and says, “Yes, I made blue!” Lucila steps onto the red and laughs with excitement. She gestures to the two toddlers and says, “Oh, look what’s over here!” They rush to the red patch. She holds it near the window, and a red patch appears on the floor. Teacher Joette watches and then picks up a third frame, which has red plastic sheets. The two children laugh together as they move the frames back and forth in front of their eyes. ![]() Another child walks up and reaches for a different frame, this one with yellow plexi-glass inside. ![]() Joette responds, “You want me to see what you saw, don’t you? I’d love to!” Joette looks through and exclaims, “I see everything blue! Here, your turn, Lucila.” Lucila looks through the block again. She holds the frame out to Joette, gesturing for her to take it. Lucila puts her eyes up close to the plexi-glass and peers through. In a well-designed early childhood program, the play environment holds immense possibilities for learning and creativity.Ĭonsider how the play environment provides a context for learning in the following vignette:ĭuring a moment of play in the art area, infant teacher Joette watches as two-year-old Lucila picks up a wooden frame that encloses two sheets of blue plexi-glass. ![]() Jones and Reynolds (2011) list the varied roles assumed by early childhood teachers, one of which they call “stage manager.” This role means that the early childhood teacher purposely sets the stage for learning by selecting toys, furnishings, and materials that invite children to explore, experiment, and solve problems. When early childhood teachers thoughtfully select and organize materials for play, they support an essential aspect of curriculum-self-initiated exploration, investigation, and invention of ideas. Play spaces include materials and furnishings that invite children to figure out what the world is like and how it works. Whether inside or outside, their play spaces are where they explore, experiment, and solve problems. Seeing children as young scientists leads to the creation of play spaces that become the children’s laboratories for learning. Play spaces are children’s environments for learning. With play being central to the way in which children construct knowledge about the world around them, an important task for teachers is to develop play spaces thoughtfully and purposefully. ![]()
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