Appendix 1 Planning the environment - links to Te Whāriki
When reflecting on the environment, those involved are observing how children’s learning is being supported and encouraged. Learning goals consistent with Te Whāriki can then be planned for and strategies implemented.
Warm soft, textured spaces invite children to snuggle up to adults (or their favourite teddy), lie down and observe others or reflect on photos from home. The softness of a home like setting is likely to be particularly supportive to children during the settling in phase. Good presentation of items which interest children will encourage their curiosity and tendency to become involved (Strand 2 -Belonging).
Having a strong sense of well-being allows children to become deeply involved in activities. Feeling physically and emotionally safe are important pre-requisites to sense of well-being. The organisation of quiet spaces, defined areas of activity, safe challenges, and areas that encourage small group opportunities (where individual needs are met and relationships can become robust) will support children to develop feelings of emotional and physical safety (Strand 1: Well-being).
Well presented materials invite children to explore and making the ‘ordinary extraordinary’ will support this tendency. Consideration of how the environment offers appropriate challenges for all developmental stages is crucial if teachers want to engage children’s minds and encourage a tendency to persist with difficulty, challenge and uncertainty28. (Strand 5: Belonging).
An environment which draws on the Arts is highly conducive to children’s developing abilities to express themselves through their ‘hundred languages’. Painting, sculpture and drama will be enriched by children’s surroundings. A well ordered environment, that encourages children to make considered choices, is also likely to encourage communication amongst children and adults about those choices (Strand 4: Communication).
Adults working in a well considered, developmentally appropriate environment are able to spend a far greater proportion of their time interacting with individual children and supporting children’s endeavours to collaborate with others.( Strand 3: Contribution).