Our "Pinterest" Board - Classroom Considerations
1 Overall Aesthetic & A Large Space to Gather:
This is an image of a kindergarten classroom in Toronto. It showcases how a consistent aesthetic can be visually appealing and inviting.
This space also includes a large group meeting place at the back of the class. On the window there is pedagogical documentation of an inquiry that is currently in progress and below the window there is a co-constructed number wall.
The neutral colours throughout this class bring an overall sense of calm. It also allows students to focus their attention on the materials in the centers as opposed to the decorations around the room.
2 Co-construction of Anchor Charts and Reference Materials
This image is a picture of a co-created number line. It was made by students with support from the educators in the classroom. The children were able to contribute to this project in a meaningful way by self-selecting the materials for their number. This is a great example how students can a part of designing their classroom space. The number line becomes more than just an anchor chart, it is a tool that the children created themselves. The pride they took in this process made it a valuable contribution to the classroom.
# Elements of the Classroom: Including Families
Our students have identities that extend well beyond the classroom and, as such, our classroom environments should capitalize on partnerships with families. These are examples of how we saw these identities being brought into the classroom. Students can bring in pictures of their families or artifacts from their culture. Displays are at eye level and are easily accessible to students.3 Redefining the Centers: Sensory Play
We included this image of sensory play as a reminder that children thrive when they can experience and play with sensory materials. Sensory experiences provide children with opportunities to engage in social skills as well as mathematical and literacy behaviours.
4 Redefining the Centers: The Cozy Corner
An important element of the classroom is to have a safe, calming space to support self-regulation. This is an example of a "Quit Corner". It includes soft lighting, comfy seating, books and is removed from the main classroom area, located underneath a shelf. This is a great example how important it is to choose the right materials for the setting.
5 Redefining Centers Continued: Hands on Thinking (Mathematics)
These imagines showcase how for a small group space within the classroom specifically connected to mathematics. It has open seating and tables for independent work and also a large carpet space for students to collaborate. The use of the 100's carpet in this area creates a unique opportunity for children to play with graphing, sorting and counting. The bins hold a variety of materials (both commercial and found) for children to work through mathematical challenges.
6: Redefining Centers: Dramatic Play
This imagine was chosen as it shows a dramatic center incorporated into the classroom. It contains materials to be used in specific ways but also open ended materials so as not to take over children's imaginations. Materials are organized and inviting making it an appealing space for children to play.
7 The Outdoor Space
From our personal experiences and discussions with peers, we noted that access to the outdoor learning space is varied and not equitable across the province. For this reason we selected this image of a place space at an urban school in Toronto. The educators at this school have provided a wide range of found materials, loose parts and recycled materials to create an open-ended, inviting outdoor environment. Children begin their day by spending at least an hour in this space. They gathered in a circle around one of the large trees for their morning meetings and the educators often brought out books, writing materials and art supplies from the classroom.
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| Babalis. J., 2013, Havergal College, Toronto. |
This space also includes a large group meeting place at the back of the class. On the window there is pedagogical documentation of an inquiry that is currently in progress and below the window there is a co-constructed number wall.
The neutral colours throughout this class bring an overall sense of calm. It also allows students to focus their attention on the materials in the centers as opposed to the decorations around the room.
2 Co-construction of Anchor Charts and Reference Materials
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| Pereira. J., 2013, Queen of Heaven School, Milton. |
This image is a picture of a co-created number line. It was made by students with support from the educators in the classroom. The children were able to contribute to this project in a meaningful way by self-selecting the materials for their number. This is a great example how students can a part of designing their classroom space. The number line becomes more than just an anchor chart, it is a tool that the children created themselves. The pride they took in this process made it a valuable contribution to the classroom.
# Elements of the Classroom: Including Families
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| DHonegger. (2018, August 6). Intentionally Designed Environments. Retrieved from: https://bit.ly/2XLczTL |
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| Pereira, J., (2013). Havergal College |
Our students have identities that extend well beyond the classroom and, as such, our classroom environments should capitalize on partnerships with families. These are examples of how we saw these identities being brought into the classroom. Students can bring in pictures of their families or artifacts from their culture. Displays are at eye level and are easily accessible to students.3 Redefining the Centers: Sensory Play
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| Babalis, J. (2012) Toronto, Ontario. |
4 Redefining the Centers: The Cozy Corner
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| Cooper, S. (2020, April 9). How to set up a classroom. Retrieved from: https://bit.ly/2TTf5Gg |
5 Redefining Centers Continued: Hands on Thinking (Mathematics)
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| Cooper, S. (2020, April 9). How to set up a classroom. Retrieved from: https://bit.ly/2TTf5Gg |
6: Redefining Centers: Dramatic Play
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| Cooper, S. (2020, April 9). How to set up a classroom. Retrieved from: https://bit.ly/2TTf5Gg |
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| Tranter, K. (2013). Toronto, Ontario. |
This imagine was chosen as it shows a dramatic center incorporated into the classroom. It contains materials to be used in specific ways but also open ended materials so as not to take over children's imaginations. Materials are organized and inviting making it an appealing space for children to play.
7 The Outdoor Space
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| Pereira. J, 2019, Toronto District School Board |
From our personal experiences and discussions with peers, we noted that access to the outdoor learning space is varied and not equitable across the province. For this reason we selected this image of a place space at an urban school in Toronto. The educators at this school have provided a wide range of found materials, loose parts and recycled materials to create an open-ended, inviting outdoor environment. Children begin their day by spending at least an hour in this space. They gathered in a circle around one of the large trees for their morning meetings and the educators often brought out books, writing materials and art supplies from the classroom.
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