The link between physical learning environments and learning in early childhood education – A benchmarking exercise
Burmansson, Anneleen Elza (2020)
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020112624622
https://urn.fi/URN:NBN:fi:amk-2020112624622
Tiivistelmä
“The English School” is in the process of designing new premises for preschool, elementary, middle and high school. As a preschool teacher I was involved in mapping out specific challenges in the current spaces and brainstorming on solutions for the future spaces. This thesis aims to give answers to how the physical learning environment could support learning and wellbeing of children. Learning through play, flexible transition between small and big group activities and increased children’s active agency and sense of community were the main points of interest and form the base for this thesis. This thesis is written for “The English School” and in cooperation with Isku Interior Oy. The results will be used in the ideation process around the new premises.
Initially, I deepened my knowledge on learning theories and the current conception of learning in Finland. A benchmarking exercise of three different early childhood education locations was performed. The locations were all ISKU projects and were visited during spring 2019. Each location was introduced by the manager/principal and photographed with the specific focus areas in mind. Conversations were non-structural but recorded for later reference and pictures were analyzed using deductive content analysis.
The main findings from this thesis are that active agency, sense of community, play and flexibility can be supported through specific architectural solutions and furniture elements. Shared spaces, adjustable, lower, movable and space-dividing pieces of furniture, integrated electricity and technology, white/interactive boards are some of the solutions that came up as significant.
Understanding the link between physical learning environments and learning and wellbeing helps us in our work as early childhood education teachers and will help The English School in creating a better learning environment. More research is still needed to further explore the holistic impact of spaces on learning.
Initially, I deepened my knowledge on learning theories and the current conception of learning in Finland. A benchmarking exercise of three different early childhood education locations was performed. The locations were all ISKU projects and were visited during spring 2019. Each location was introduced by the manager/principal and photographed with the specific focus areas in mind. Conversations were non-structural but recorded for later reference and pictures were analyzed using deductive content analysis.
The main findings from this thesis are that active agency, sense of community, play and flexibility can be supported through specific architectural solutions and furniture elements. Shared spaces, adjustable, lower, movable and space-dividing pieces of furniture, integrated electricity and technology, white/interactive boards are some of the solutions that came up as significant.
Understanding the link between physical learning environments and learning and wellbeing helps us in our work as early childhood education teachers and will help The English School in creating a better learning environment. More research is still needed to further explore the holistic impact of spaces on learning.