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3.4: How the Environment Supports Development in Approaches to Learning

  • Page ID
    231229
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    Introduction

    The Approaches to Learning domain is a critical area of development in the Wisconsin Model Early Learning Standards (WMELS). This domain emphasizes the way children engage with the learning process, including how they approach tasks, interact with others, and navigate their emotions. The WMELS highlights key areas like curiosity, persistence, problem-solving, social competence, and self-regulation. The classroom environment and creative arts materials play pivotal roles in supporting children's approaches to learning by providing opportunities for exploration, problem-solving, emotional regulation, and engagement in learning activities.

    The Environment as the "Third Teacher"

    When viewing the environment as the "third teacher," the classroom environment should not only support physical development but also nurture emotional, cognitive, and social growth, aligning with the WMELS in the Approaches to Learning domain. The WMELS emphasizes the importance of creating an environment where children develop the skills needed for curiosity, persistence, problem-solving, social competence, and self-regulation.

    The environment, when designed intentionally, fosters curiosity, engagement, and problem-solving. For example, open-ended materials like blocks or art supplies invite children to explore and experiment, fostering their creativity and critical thinking. Similarly, a well-arranged space with clearly defined areas for different activities, such as dramatic play or a reading nook, supports self-regulation, social competence, and emotional development—key aspects outlined in the WMELS.

    The "third teacher" concept suggests that the physical space itself plays an active role in guiding and supporting children's learning experiences. A well-structured classroom with sensory-rich areas, such as nature exploration corners or calming spaces, encourages emotional expression, problem-solving, and cooperative learning, as outlined in WMELS.

    Engagement and Persistence

    According to the WMELS, engagement and persistence are essential for young children's learning. A well-designed classroom environment encourages children to engage in activities that require persistence and effort. Materials and activities that promote curiosity, critical thinking, and problem-solving foster this type of engagement. Whether children are exploring a new concept in a small group or working independently on a task, the environment must provide opportunities that encourage them to stick with challenges and find solutions.

    children playing with shapes, puzzles and blocks

    Social Studies: Social studies activities can promote engagement by encouraging children to explore different cultural perspectives. For example, children might engage in role-playing activities where they adopt the roles of community helpers, like firefighters or doctors, to solve problems or provide help in pretend scenarios, thereby promoting perseverance in completing tasks.

    Art: Art activities such as creating collages, painting, or constructing with blocks encourage persistence. For instance, a child might work on a long-term project, such as a mural, where they need to plan, revisit, and adapt their ideas over time, building both creativity and perseverance.

    Music & Movement: Music activities where children have to learn a new rhythm or follow a specific song pattern can also support persistence. Songs that involve repetitive patterns or actions encourage children to stay focused and persist until they master the rhythm or movement sequence. This persistence is a key aspect of the WMELS Approaches to Learning domain.

    Curiosity and Initiative

    Curiosity and initiative are foundational elements in the WMELS Approaches to Learning domain. Curiosity is a natural trait in young children, and the classroom environment must support and nurture this intrinsic desire to explore and ask questions. Curiosity can be fostered by providing open-ended materials, new challenges, and diverse learning experiences that encourage children to take initiative and engage in their learning process.

    Child looking at a book with a magnifying glass

    Social Studies: Children’s curiosity can be sparked through simple stories and activities about different places, people, and cultures. For example, a classroom set up with cultural artifacts and storybooks that highlight different ways of life encourages children to ask questions and explore various aspects of the world around them.

    Art: Art provides numerous opportunities for children to exercise their curiosity. Materials such as clay, paint, or loose parts allow children to explore texture, color, shape, and design, asking questions like "What happens if I mix these colors?" or "How can I use this material to make something new?" These explorations encourage creativity and initiative, fostering curiosity, a key component of the WMELS domain.

    Music & Movement: Music and movement activities encourage children to explore sound and motion. For example, using instruments like tambourines or maracas, children are encouraged to initiate their own sounds and rhythms. They might also experiment with how their bodies can move to different types of music, fostering their curiosity about sound, movement, and expression.

    Problem-Solving and Critical Thinking

    The classroom environment plays a crucial role in fostering problem-solving and critical thinking, as emphasized in the WMELS Approaches to Learning domain. A well-structured classroom environment fosters problem-solving and critical thinking by offering opportunities for children to engage in activities that challenge their thinking. By providing situations where children must find solutions, either independently or with peers, the environment encourages cognitive development.

    Children creating a map, artwork and participating in a movement activity

    Social Studies: Social studies activities, such as creating a simple map of the classroom or discussing community roles, encourage critical thinking. Children might work together to solve problems, such as deciding where to place certain objects in a play town setup or what resources are needed in a pretend community.

    Art: Art challenges children to think critically as they decide how to use materials. For example, they may work on a project that requires figuring out how to connect different shapes or colors to complete a picture or sculpture. These activities encourage them to think through steps and make decisions.

    Music & Movement: Music and movement activities that involve pattern recognition or following complex sequences of movements challenge children’s problem-solving skills. For example, a simple dance routine or rhythm pattern that children must memorize and perform tests their memory and critical thinking abilities.

    Social Competence and Self-Regulation

    The classroom environment should also support children in developing social competence and self-regulation skills, both of which are key components of the WMELS Approaches to Learning domain. These competencies are crucial for children to navigate social interactions, work cooperatively with peers, and manage their emotions effectively.

    Classroom supports for social competence

    Social Studies: Social studies activities that focus on relationships, such as simple role-playing scenarios, can help children learn how to express empathy, share, and communicate with others. For example, acting out scenarios like a family dinner or a community event can teach children about the roles they play in social situations and how to navigate them.

    Art: Art activities like collaborative projects (e.g., creating a large mural) foster teamwork and communication skills. Sharing materials, listening to others’ ideas, and contributing to a group effort help children practice self-regulation and develop social competence.

    Music & Movement: Movement games such as "freeze dance" or "follow the leader" provide opportunities for children to practice self-regulation. These activities involve children following rules, taking turns, and listening to others, all of which support the development of social competence.

    Visual Representation of Approaches to Learning in Classroom Areas 

    Approaches to Learning in Classroom Areas

    Classroom Area

    Engagement and Persistence

    Curiosity and Initiative

    Problem-Solving and Critical Thinking

    Social Competence and Self-Regulation

    Social Studies

    Role-playing activities where they adopt the roles of community helpers

    Stories and activities about different places, people, and cultures

    Creating a simple map of the classroom or discussing community roles

    Role-playing scenarios like a family dinner or a community event

    Art

    Creating collages, painting, or constructing with blocks

    Exploring texture, color, shape, and design with materials like clay, paint, or loose parts

    Figuring out how to connect different shapes or colors in art projects

    Collaborative projects like creating a large mural

    Music & Movement

    Learning a new rhythm or following a specific song pattern

    Using instruments like tambourines or maracas to explore sound and motion

    Following complex sequences of movements in dance routines or rhythm patterns

    Movement games such as "freeze dance" or "follow the leader"

    Outdoor Play

    Engaging in nature walks or outdoor explorations

    Exploring natural materials and asking questions about their surroundings

    Solving problems during outdoor play activities

    Cooperative play and sharing during outdoor activities

     

    Conclusion

    The classroom environment plays an essential role in supporting children's approaches to learning, including fostering curiosity, engagement, problem-solving, social competence, and self-regulation, all key aspects outlined in the WMELS. By providing rich learning opportunities in the areas of social studies, art, and music & movement, educators can create a space that nurtures all aspects of a child's learning, helping them grow as competent, confident, and curious individuals.

    References

    [1] Image Source by Airman 1st Class Ellora is in the public domain

    [2] The California Preschool Curriculum Framework, Volume 2, by the California Department of Education, is used with permission.

    Source of text in blue: Clint Springer

    [3] The California Preschool Curriculum Framework, Volume ,2 by the California Department of Education, is used with permission


    This page titled 3.4: How the Environment Supports Development in Approaches to Learning is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by Jennifer Paris, Kristin Beeve, & Clint Springer.