Cultivating our “Image of the Child”

When creating an environment that acts as the third teacher how do educators design classrooms with a lens for critical reflection? We develop a solid rationale for the decisions we are making.

A good starting point for creating this rationale is to cultivate a clear statement of how you view children- or your “image of the child”. If you were to post in bold letters around your room how you view the students in your classroom, would your room match that image? For example the Ontario Early Years Policy Framework presents a view of the child as competent, curious, and capable of complex thinking. If we embrace this view and see student as able collaborators who make meaning of experiences by exploring and experimenting, then how would the classroom reflect this? The arrangement of the materials should invite engagement and meaning making. The choice of material would be varied and rich to allow students to express their thinking in many different ways. The desks and furniture would be arranged to invite collaboration. In fact, using our image of the child as a lens for critical reflection is so powerful that we see our beliefs reflected in our routines, the relationships we develop, and in the way we approach teaching as a whole.

Creating an environment that acts at the third teacher is not simply a matter of re-decorating.  The environment you create is a reflection of you and your beliefs. What does yours say about you and your beliefs?

What does your classroom say?

During the summer I took my Primary ABQ course. Much of my key new learning was around classroom space as the 3rd Teacher. Below is a post from July 11, 2015 seen at > loweneduninja.blogspot.ca 

If the environment is to be considered the third teacher, what does your room say? Does it encourage curiosity? Does it scream obscenities? Does it tell jokes? Is it quietly austere?

The learning environment gives students important messages and cues. It 'speaks' to children - about what they can do, how and where they can do it and how they can work together.

How do you think you might behave if you spent your days in this place?

If we consider the multitude of different learning styles in our classrooms, how does the environment meet the needs of all of our learners? 

Does it allow for movement and flexible learning spaces to support our kinaesthetic learners?

Has it considered the needs of the visual or auditory learner who may need less audio/visual distractions?



More than just the physical space the environment includes the way time is structured and the roles we are expected to play. 

When you are setting up your classroom for next year consider these questions:

• What does this environment say about what you expect from your students?
• What is in this environment that helps students focus and be intentional with their learning?
• How does this environment encourage a sense of wonder and inquiry?

Photo credit: Kate Hitch https://worldofwonderskindie.wordpress.com/

I hope that my classroom says, "Welcome! This is a safe and caring place for singing, dancing & learning, a place to discover, to invent and to dream, a place for listening and being amazing! 

What will your classroom say?

Check out this great resource Authentic Childhood!