Since the children were 7 months old we've been meeting in my loft apartment to have playgroup. When searching to buy our first home I dreamed I would find a separate space that I could dedicate to my son, his friends, and my continued professional development. A place filled with wonder, joy, laughter, discovery, and beauty. We did find such a house and the space that was to become the playroom became a dream actualized. A space to let my creative design juices flow.
Being that this was the children's first time together in the new space I knew that the environment would take center stage. The children need time to reacquaint themselves with the space, find familiar items, and explore new ones. I did set the easels up with different writing utensils but for the most part I just sat back and watched the children explore, giving me an insight into what works, what needs to be changed or added, and where the children's interests lie. We also had two additional friends join us during the Friday session, Sebastien's cousins Addy (3 years old) and Byron (almost 10 months old). The multiage group highlighted how the space can engage children at different developmental levels.
The schools in Reggio Emilia, Italy believe that the environment in which the children spend their time discovering and learning is the "third teacher". In essence the environment is as important as the teachers themselves. The way items are displayed, where they are in proximeity to other toys or tools, how the spaces connect from one to another all influence how a child interacts with his or her surroundings. The intention is to "create communication, as well as exchanges among people and interaction between people and things in a network of possible connections and constructions" (Gandini, Hundred Languages of Children p.163) The environment should be a protagonist in discovery, leading children down new paths of exploration and providing materials to allow for deeper study and understanding about their theories of the world. The environment should also reflect children's current and growing knowledge through documentation.
The housekeeping/dress-up area was a place I wanted to expand on and provide more opportunities for pretend play, The kitchen is tucked in an alcove and the kitchen items are all displayed so that that the kitchen can actually be used without searching for food items or utensils. I also made dress-up items more visible and accessible by hanging them on hooks.
The structure serves several purposes. It is an extension of the idea of bringing the outside in. Living in San Francisco the weather can be unpredictable (especially in our new neighborhood) so I wanted the children to have a place where active play can take place. The rug is meant to look like grass, the crash pads under the climbing area are brown like dirt and the sun light fixture add to the illusion of being outside. I've also placed a crystal that shoots rainbows into the room when the light hits it in this area. I do know the value of the actual outdoors and plan to provide an environment rich with experiences that reflect the surrounding area. When we begin construction on our outdoor space I hope to use tree trunks, rocks, sand and other natural materials to create spaces for children to explore. I want them to feel like they are in a forest exploring. This is phase 2 of the new house project!
The structure is also a place for experimentation. Ropes, balls, cars, all make there way up and down the area either through the slide or pulley (not pictured, added recently). The lower area also provides a small space where children can be in pairs or alone. It also lends itself to dramatic play as the door window serves as a pass through for items being served.
The book and puzzle area also connects to the block/car/manipulatives area. Children can also access the structure area through the tunnel. This area then becomes be a little more closed in and private and yet still having sight and access to other areas of the room. On the back side of the bookshelf live the musical instruments. The large posts in the room are covered with padding and brown fabric with the intention of making them into trees someday.
The art area has been expanded to include three vertical easels, a table and materials that can both be seen and accessed easily by the children. Adjacent to the art area is the sensory bin area with close access to outside and also the welcoming area for kids and parents to place shoes, coats, bags, etc.
The middle of the room is the block/car/manipulatives area. All areas flow in and out of this area as well as all items can flow in and out of this area. The swing is another aspect of bringing the outside in but also transforms into a bed for a baby or animal. The swing also provides a calming place to take a minute to relax.
I always feel drawn to spaces that are beautiful, welcoming, and comfortable not only for children but for parents as well. When I visited the schools in Reggio back in the spring of 2004, I was struck by the visibility and transparency of the environments. The idea of seeing through and beyond. Letting materials, light, and ideas flow from one space to another. Also the idea of bringing the outdoors inside. I'm still working on bringing more natural materials into the space in meaningful ways but the entire inspiration for the space was to make it feel like the children are outside. Even when items were displayed far above the reach of children the italians would say "they have necks" they can look and let us know what they need but they need to be able to see what is possible.
All areas in the space are works in progress and as time goes on things will be added, moved, and expanded to meet the children's changing needs, ideas, and theories. Designing spaces for young children takes time and I was purposeful in the design of the space, bringing together theory and my knowledge about the children to create a space to be enjoyed by both the young and old!
