Welcome to our Reggio Emilia Inspired Classroom

Every material, space, and invitation tells a child: You are capable. You are curious. Your ideas matter.

For many years now I have been greatly inspired by the Reggio Emilia approach to early childhood education and have sought any source of information that I could get my hands on! When FDK was first introduced in Ontario many years ago I was thrilled to see that many of Reggio's beliefs were interwoven in the document and honouring children's interests through play, inquiry and documentation were highlighted. As educators who follow a standardized curriculum we have great flexibility in our interpretation and implementation of the expectations and this makes our role exciting and dynamic.

I believe in having a fluid, evolved space that continues to change to better reflect the needs of the children and support heightened understandings of explorations and inquiries as well as enhanced abilities in the various domains of learning. We want to support the whole child in developmentally appropriate experiences and integrate learning materials from centres in diverse and unconventional ways.  

Some of the Reggio principles that have guided our work include:

• children are capable of constructing their own learning
• children form an understanding of themselves and their place in the world through their interactions with others
• children are communicators
• the environment is the third teacher
• the adults in the room are mentors and guides
• there is an emphasis and importance on documenting children's thoughts and experiences
• there are hundreds of languages of children and these are used to explore and communicate ideas and experiences

Our classroom door welcomes every learner and celebrates the diversity of our student population. Our classroom is a safe space for all.

A sensory wall welcomes children to the space along with a photo of staff and books to inspire those who visit. 

A light up sensory table is also near the door and offers children an opportunity to explore different materials in a fun way. The trellis behind holds photos and vocabulary cards related to the materials being explored to encourage literacy behaviours. 

Above each child's cubby is a recent photo and painted self-portrait. These change a few times each year (usually a new photo and self-portrait per term) to help show their growth. We like including a real photo to celebrate each child and love how the children use the language of art to represent their perception of self.  

 

Our families are also represented on a photo wall located on one of our bulletin boards. We request family photos at the beginning of the year and these are displayed together to help us recognize and celebrate the diversity that exists in our student population and help children feel represented in the space.

 

Our quiet reading corner has a collection of books and trinkets and treasures to explore. It's a comfortable area for children who want a quiet space to read or rest. The shelf contains a collection of books that explore diversity and invite children to explore new and familiar families and traditions. This helps children feel reflected in the learning space and also helps them learn about other ways of being. Comfortable seating, cozy pillows and a whimsical light invite children to stay for a while and read a book or chat with a friend.  

Our math shelf has many things available for children. We include mentor texts, learning props, and documentation to showcase and support our program. Math organizers including number lines and ten frames are also available. Children are encouraged to explore these materials during play time, and having them housed together makes it easier when we need activities to support small group learning.

Our drama centre changes based on the interests and requests of the children. Currently it is set up as a little 'house'.  We include many real objects and antiques for the children to use in their imaginative play; real objects communicate the message to children that they are capable of using these tools and make the context for the imaginary play very real and meaningful. Antiques make the space interesting while children learn to care for delicate objects.

This is our writing area. We like to have a beautiful, inspiring space for the children to use when they want to draw pictures or write with their friends. Books are available to browse for writing inspiration. A variety of writing tools including markers, pencils, crayons and coloured pencils are arranged by colour in jars. Baskets of different kinds of paper including index cards, mini books, stationary and colouring pages are arranged on the shelves for easy student access. Alphabet charts and vocabulary cards are also provided to support student writing. 

A survey is posted for children to practice reading and writing their names. At the beginning of the year it is educator created and as the year progresses children take over this responsibility. 

 

We are fortunate to have a very large wall of windows on one side of the space and this is where we house our science and art areas. The view outdoors often inspires children as they observe nature and enjoy watching the wildlife outdoors. 

 

An aquarium and plants provide opportunities for children to care for living things. 

A mini table offers a chance for children to explore objects or a concept in depth. Here it is presenting colours using a puzzle, matching cards, vocabulary and a read aloud. Later in the year it will change to reflect different seasons and interests the children have. 

Two sensory tables invite children to explore objects. The first is a large collection of natural shells collected over time. The round table changes with children's interests and usually holds sensory materials that can be manipulated including beans, pasta, sand and water. 

This shelf houses baskets of different materials to encourage play, building and exploration including mini animals, rocks, sticks, wooden frame corners and dinosaurs. Children can use these materials in the red imaginary play table to create habitats for small world play. 

A light panel encourages a different kind of play and exploration as different materials are rotated throughout the year (e.g., alphabet, shapes, leaves, flowers).

Natural objects are housed on this shelf for further exploration including shells, nests, feathers, fossils, jars with different natural loose parts, and animal cards. These are available for student observation and exploration. 

Baskets of science tools are stored here for use as needed including shovels, rakes, magnifying glasses and tweezers. 

The art studio is located in a sunny window of the classroom. The materials are aesthetically arranged to be accessible for children and also decorate the space. 

Materials are usually sorted and arranged by colour or type to help make the space aesthetic and functional. 

A table in the middle provided a space for children to work. Sometimes an educator provided invitation is prepared to help children practice using tools or specific artistic skills. Other times it is left open for student inspired work. 

Thank you for visiting us! We love feedback and to learn about your classroom and program. Please share in the comment section below or connect with us on Twitter @McLennan1977.

Sprinking Literacy Around the Classroom

In our classroom I look for opportunities to add literacy prompts in different spaces. After noticing that children spent a lot of time observing the aquarium, I hoped to capitalize on this interest and transform it into a richer experience. Next to the tank I added vocabulary cards, writing tools, and a clipboard with fishy outlines.

Children were encouraged to observe the fish in the tank and draw what they saw, or decorate the fish outline however they liked. Some recalled the book The Rainbow Fish and created that character using the template. Others were interested in the vocabulary cards and spent time reading them and then copying the print onto their fish papers. 

 

To reignite interest, I am adding papers with snail outlines this week as there are also brightly coloured water snails in our tank. As the days pass I will observe our classroom and see where else kids gravitate and add prompts and tools to those areas to further the literacy experiences. 

 

Click here for free downloadable copies of the vocabulary and templates to add to your own aquarium area.  

 

 

Simple Sensory Walls

“A classroom isn't just four walls. From every corner to the full classroom setup, decoration shapes how children feel, think, and imagine every day.” 

— Early Learning Consensus

In our classroom I consider the potential of every learning space. This is why the aged back of a shelf that is located by the door especially interested me. I wanted a refresh that not only added to the aesthetic of our area, but provided another learning opportunity for the children.   

 

Although the pegboard offers potential as it can be utilized to attach different toys and tools (e.g., hanging invitations, organizing systems, easel) the depth of the shelf had made this difficult upon attempt. I also could not remove the stains and painting it wasn't of interest to me. Many of the learners in our space enjoy sensory invitations so I decided to use this to inspire my work.

I measured the area of the shelf and mapped out the space on the floor nearby. This way I could begin arranging materials in an easy and efficient way. I looked for different colours, shapes and textures using objects from around the classroom, my house and the local dollar store. Hot glue was strong enough for the items I included. 

 

The finished product was so pretty and incredibly well used by children. Over time I did have to touch up the space and reattach the more popular objects. 

 

See the entire process here!

This school year I was looking to change up the shelf so I thought a hanging fabric invitation might be of interest to children. I still wanted to offer a variety of colours and textures but hoped to specifically focus on the rainbow. I have noticed that young children are fascinated by rainbows. Also, as a sign of welcoming and inclusion, I liked the idea of one being located right by our door. I searched the local thrift store for fabric scraps and ribbon. My helper definitely approved!

I cut the fabric into strips, doubled it and tied it onto an upcycled long broom handle I had around the house. 

                                 

Using the pegboard holes, I wove thin wire through the back of the shelf and twist tied the pole into place. The wire is strong enough to allow children to touch and move the fabric as they explore this new sensory space. 

 

See the entire process here!

Cultivating a Math Rich Learning Space

It's the end of August! This time of year always fills me with hope. Although it's sometimes sad to be leaving the fun and comforts of summer - spending time with my children, sleeping in, enjoying the back yard with my pup - it's exciting to think of the possibilities of another school year. Like a blank canvas waiting to be painted, our classroom evolves and changes over time as the children and I learn and explore together. 

As we head back into the school year many educators are working thoughtfully to create environments that are rich with math possibility. In Reggio Emilia the environment exists as the 'third teacher' inspiring, supporting, and extending children's learning in rich and complex ways. I have been contacted by many educators asking for advice on how to best set up their classroom and routines in order to create as many opportunities for authentic math as possible. This has inspired today's blog post - how to cultivate a math rich learning space for children at the beginning of another school year.

I thought it would be easiest to create this as a 'math check list' with points to read and consider. When I reflect upon my own math pedagogy and practice, these are what I think stand out as mathematically meaningful for the educators, children and families that share our space. Although this check list isn't all inclusive, I thought it might spark some ideas to support and inspire as we enjoy the final weekend of summer and start back in our classroom with open eyes, minds and hearts this week.

1. Make math a part of every space in the classroom and child's school world. In the classroom are there math tools and materials available for use beyond a 'math center or math shelf'? Do children see how math relates to every subject in the space (e.g., how materials are sorted and stored on the toy shelf, how measurement is used when children decide on a size of paper to use for their project)? Can they translate math tools and ideas into other spaces in their immediate school world (e.g., see how math relates to their walks in the hallway or work in the gym)?

2. Ground and build math concepts into known objects for children. When introducing, extending or innovating a math idea is it organic and natural to the child's explorations and world? For example, it is more natural to engage children in an exploration of measurement if they measure things in their immediate world using the stick they are playing with, instead of using a standardized ruler (e.g., "Can you find something the same length as your stick in the yard?", "What is taller than your body?").

3. Use available math moments with children. In our classroom we have a large block of uninterrupted play each day. It's sometimes challenging to manage children, materials and activities during center time. However I try to engage with children as much as possible in the activities, and take on the role of 'play partner' together with them. When I am actively playing I am able to closely observe what they are saying and doing, helping me to identify and extend the rich math learning that is organically occurring (e.g., helping children to recognize why their tower keeps falling, using math terms when they equally share the play dough, introducing math terms as they discuss how many cars are in their parking lot).

4. Become a math role-model for children, families, and colleagues. Even if math isn't your favourite subject, how do you discuss it within your school and classroom? Are you excited by new activities and resources? Do you demonstrate a growth mindset? When mathematical situations arise with children that you aren't sure of, can you use these opportunities to showcase positive thinking and problem-solving? Share your new math learning with others - suggest articles and books you're reading and post these throughout your classroom to enhance documentation displays.

5. Find the math in everything. Many educators plan forward by choosing curriculum and programming expectations and then building activities to fulfill these. Try back-mapping activities from time to time; embrace child-centered, organic experiences and then deconstruct them in order to identify the rich math concepts and curriculum expectations that they utilize. You'll be surprised to find that math happens in almost every experience children have in the classroom.

6. Try looking at life through a mathematical lens. When planning invitations for learning in your classroom, see what math you can sneak in as well. Changing one or two elements of the experience might be enough to engage children in rich math. It reminds me of how I used to sneak veggies into my children's meals - a little can go a long way!

7. Collaborate mathematically with colleagues. Share new ideas and resources informally. It's easy and effective to create math invitations and activities and share these within your school or division. If every educator plans one or two activities and these are shared, children will benefit from many rich and interesting games and activities without the burden of planning and preparation it would take one educator to accomplish the same.

8. Record and celebrate your math moments. Help children, families, and colleagues recognize that math happens everywhere in the classroom by creating a documentation display with photos, anecdotal observations and connections to curriculum. This bulletin board can be built over the course of the school year as artifacts of learning are continually added by staff and students. Keep sticky notes nearby and invite observers to record their own ideas and share them by posting the notes within the documentation.

9. Engage families in joyful math with children outside of school. Consider ways that you can promote and extend math for children after school. Encouraging families to play math games and activities together with their children will not only provide children with additional meaningful math moments, but it may help older family members reconcile their fear or dislike of math. In our classroom we send home 'family math bags' once a week. These are filled with math invitations and materials so that children and their families can play games inspired by our classroom work.

10. Build your collection of math stories, songs and games. Children love to sing, dance and play games. Ask colleagues to share their favourite games and activities, and use these to help with transitions and other 'math moments' throughout the day. Quite often the words in songs can easily be improvised to match something happening in your classroom, and many rich storybooks have mathematical elements and problems embedded within them that can inspire children.

These are just a few of the ways in which I cultivate a rich math space with children. I'd love to hear from you! Share your math ideas in the comments below, and consider following my Facebook page  Joyful Learning in the Early Years for regular math ideas from my classroom!