We must transform every element of our take-make-waste system: how we manage resources, how we make and use products, and what we do with the materials afterwards. Only then can we create a thriving circular economy that can benefit everyone within the limits of our planet. Show
A way to transform our systemWhat will it take to transform our throwaway economy into one where waste is eliminated, resources are circulated, and nature is regenerated? The circular economy gives us the tools to tackle climate change and biodiversity loss together, while addressing important social needs. It gives us the power to grow prosperity, jobs, and resilience while cutting greenhouse gas emissions, waste, and pollution. What can teachers do to make the classroom environment more conducive to children’s learning and development?
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Wrap UpAssessmentWe want to hear from you. Please complete our brief Module Feedback Form. What can teachers do to make the classroom environment more conducive to children’s learning and development? Page 2: Physical EnvironmentThe term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child. To effectively do so, teachers can apply a concept known as Universal Design for Learning (UDL), which stresses that the environment and its materials in it should be accessible to everyone. Creating this accessibility might involve providing books at different reading levels, placing materials within easy reach on a shelf, or creating ample space so that a child who uses a wheelchair can maneuver around the classroom.When they set out to design an effective physical environment, teachers should consider all of that environment’s various aspects. Once they have selected child-sized, age-appropriate furnishings, teachers should then think about each of the following. Click the items below to learn more. Arrangement of Furnishings and Floor Coverings A well-designed physical environment has different activity areas with clear, physical, and visual boundaries, defined by the furnishings and floor coverings. These furnishings and floor coverings should create spaces that are comfortable and that lend themselves to their intended purpose. For example, a block area might have bookshelves to set it off as a block center, and carpeting or foam flooring to muffle the sound when blocks fall on the floor. Also, the library area should have a soft, comfortable floor covering for young children and adults to sit on while they look at the books. When they arrange furnishings, teachers should:
Selection and Placement of Materials Another aspect of the physical environment includes the selection and placement of materials. The selection of materials includes choosing toys and other physical objects that are age- and developmentally appropriate, as well as linguistically and culturally relevant, for the young children in the classroom. For example, the block area should include a variety of blocks to allow children with varying motor skills to manipulate them, and these materials should be placed so that they are easily accessed. Teachers should also take care when it comes to:
Design and Display of Visual Materials Another important aspect of the physical environment is the design and display of visual materials. Visual material— such as posters for displaying classroom rules, daily schedules, and steps to complete a routine (e.g., hand washing)—help young children to know what to do and to better understand their environments. For example, in the block area, the teacher can label the center and use visuals of the different blocks to indicate where they belong on the shelves. This can aid the children when the time comes to clean up the center. Other considerations include:
Lighting and Sound When they design the physical environment, teachers should also consider its lighting and sound. Teachers can use lighting and sound to create a comfortable environment that is conducive to the different activities that occur throughout the day. For example, so that children can engage in both quiet and more active play activities during center time, the block area can be carpeted to reduce noise. Teachers can also keep in mind:
For Your InformationTo help prevent problem behavior:
Including FamiliesTeachers can collaborate with families to create a physical environment that reflects the importance of those families and that promotes a sense of belonging. They can do this by:
Including Children with DisabilitiesTeachers need to ensure that young children with disabilities are able to fully access and participate in learning experiences. They can do this by making minor changes to the physical environment, such as:
x assistive technology Any item, service, equipment, or product system—whether acquired commercially, specially designed, or created via changes to an existing product—that is used to increase, maintain, or improve the functional capabilities in the daily life of an individual with a disability; comes in two forms, devices and services. x communication board A form of assistive technology, these displays consist of photographs, symbols, words/phrases, or any combination of these designed to make language visible and accessible for individuals with speech impairments. x flip book A simple book that uses pictures or symbols to help children to participate and follow daily routines (e.g., bathroom procedures, wash hands, lunch). Did You Know?When they make items like pencils grips or specialized scissors available for all children, teachers avoid making certain children stand out. Listen as Abby Green talks about how she arranges the physical environmental to help the children understand classroom expectations. Then listen as Ilene Schwartz talks about the concept of Universal Design for Learning in an early childhood environment. Abby Green-Taylor, MEd (time: 1:24) /wp-content/uploads/module_media/env_media/audio/env_p02_at.mp3 View Transcript Ilene Schwartz, PhD (time: 1:42) /wp-content/uploads/module_media/env_media/audio/env_p02_is.mp3 View Transcript Transcript: Abby Green-Taylor, MEd I use environmental arrangement to show which toys are available or not available and make sure that anything visible is accessible and available upon appropriate requests. Everything else will be out of sight, so there’s nothing tempting or to promote problem behaviors. We let the children know through the environment what their expectations are. This is an activity where we’ll sit at a table, or we’ll put circles on the carpet where they’ll sit during story time. We’ll use the green squares on the floor to signify where they’ll stand to line up. That lets them know where to be, and therefore they’re successful in their environment. The environment’s always set up where there is free play going on, as well as one to two other activities, so that children have the opportunity to choose within their environment where they can be the most successful at a given time. I don’t put any materials out that I’m not going to let them use, and so I don’t limit in that way. In the past, I’ve used a choice board where there’s four pieces of Velcro, and the children have their own owls, and that will tell them that four people can be at a given center. And that works well. In our new setup, I don’t have to limit because I always have enough choices open, and I make sure that there are enough activities going on. Transcript: Ilene Schwartz, PhD When we think about Universal Design for Learning, one of the most simple ways to think about that is that there are multiple ways to solve a problem, multiple ways to address a problem, multiple ways to get to the core of what we’re trying to accomplish. And that’s so important when we think about environments. The best example for this is when we think about how our society now uses curb cuts. Curb cuts and rounds were developed and are mandated for people who use wheelchairs or have other kinds of mobility challenges. But anyone with a stroller or a rolling suitcase can appreciate how much they benefit from those rounds or curb cuts. The same happens in an early childhood environment. We may put carpet squares out at circle time to help some children understand where their body needs to be, but those carpet squares can benefit all children. We may label every cubby in the classroom where everything needs to go. Those labels help children who are learning to read, those who are learning English. They can have benefits for all kinds of children. So one of the things when we think about Universal Design for Learning is that supports that we put in place for some children may benefit all children and may even benefit them in ways that we don’t understand.. Additional Considerations for Infants and Young ToddlersTeachers have a great deal of control over what infants and young toddlers (i.e., birth–24 months) experience in the physical environment. This is at least in part to the fact that infants and young toddlers depend on adults for their mobility. Because of this, arranging a classroom for infants and toddlers requires some specific considerations in addition to those described above. These include:
Listen as Rob Corso explains why it is so important for teachers to create a nurturing and responsive environment for infants and toddlers (time: 1:40). Rob Corso, PhD /wp-content/uploads/module_media/env_media/audio/env_p02_rc.mp3 View Transcript Transcript: Rob Corso, PhD For infants and young toddlers, teachers really control pretty much everything they experience. So what they see, what they smell, what they touch. The key for effective environments for infants and young toddlers is really to embrace the concept of nurturing and responsive caregiving, which is a combination of relationships in the environment. The adult behaviors lay the foundation for healthy development of infants and young children. The environment and the curriculum are really blended together for how well caregivers can be responsive for the daily routines of mealtime, naptime, diaper changing. So how conducive the environment is for caregivers to be able to respond quickly and appropriately to the needs of infants and young children is really the core of what makes something a high-quality environment. In addition, for infants and young children high-quality environments have to have spaces for them to explore freely and safely in ways that are interesting and engaging, calm, and can promote interactions between adults and children, as well as children and other children. The environment for infants and young children is all about how to make sure caregivers can form close and secure relationships with the children. When adults are caring and responsive and consistent, infants and young children learn that they’re valued and that the world is satisfying and predictable, so this is really all part of the environment for infants and young children. Research Shows
In this high-quality environment:
In this less-supportive environment:
* Note: This teacher may need more open space if one of her children uses a wheelchair. If this is the case, decisions regarding space must be carefully considered taking into account the children in the classroom. ActivityReview the picture of the preschool classroom below and discuss the strengths of the physical arrangement, as well as some possible changes you could make to improve it. Which of the following dimensions of the general environment includes?The general environment is composed of dimensions in the broader society that influence an industry and the firms within it. We group these dimensions into six segments: political, economic, social, technical or technological, environmental, and legal.
Which of the following is not an example of an organization's general environment?The correct answer is D) competitors. Competitors are not categorized as part of an organization's environment; they are not involved in organizational decision-making and development strategies.
Which of the following is a dimension of an organization's task environment?The task environment consists of specific dimensions of the organization's surroundings that are very likely to influence the organization. It also consists of five elements: competitors, customers, suppliers, regulators, and strategic partners.
Which dimension of the general environment includes government regulations?iv. The political- Legal Dimension: It refers to government regulation of business and the relationship between business and government. This dimension is important for three basic reason. the legal system partially defines what an organization can and can not do.
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