This week we started to something I really like. We will try to turn old boring traditional classrooms to be more learner friendly. I write learner friendly because this is for student teachers. Hopefully the student teachers will take part in the process. The teacher trainers have had workshops on child friendly classrooms, LCM (learner centered methodology), classroom-management and teaching material. So now it's time for action!
We want to train the student teachers to make CFC and teaching material without spending any money. If anyone have any good ideas, documents, pictures an so on, please let me know.
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Hello, Birgitte! I've performed a search in ERIC (freely available at http://www.eric.ed.gov/), and there is some literature on "classroom design". However there's pretty close to nothing on "child friendly classrooms" specifically. I'm not sure if I'm on the right track at all; however I've uploaded a few references to my Connotea account: http://www.connotea.org/user/hjorung/tag/Classroom%20Design
Let me know if you want any of these articles sent.
Here are the references:
Burke, K., & Burke-Samide, B. (2004). Required changes in the classroom environment: It's a matter of design. Clearing House, v77(n6)
The New York City Department of Education has recently set forth new mandates for the redesign of classrooms. Teachers must be taught how to redesign their classrooms correctly so that all students will be provided with the necessary space to accommodate their environmental learning-style preferences. By altering the classroom, teachers give some students the opportunity to work in formal areas--desks, chairs, and tables--and other students the chance to choose informal areas--couches, rugs, soft chairs, and so forth. Within the areas of every classroom, adaptations can be made for sound preferences, lighting needs, and temperature controls. Research findings pertaining to the environmental elements validate the importance of harmonizing individuals' learning-style preferences with congruent educational environments in all school systems. Students should not be expected to change their environmental preferences or to learn regardless of them. Instructional environments should be modified in accordance with individual needs and preferences.
Chism, N. V. N. (2002). A tale of two classrooms. New Directions for Teaching and Learning, (n92), p5.
Offers a rationale for increasing attention to learning space design, providing an overview of relevant literature and highlighting implications for learning spaces suggested by modern learning theory. (EV)
Cookson, P. W.,Jr. (2006). Your ideal classroom. Teaching Pre K-8, v36(n5)
As teachers think about their career and the nature of their professional commitment, they should consider treating their classrooms as creative opportunities for mapping the learning process for both themselves and their students. This article provides suggestions for designing a classroom that will offer creative learning opportunities for students--a classroom where work flows throughout, materials are ready and abundant, students feel safe, and there is a logical classroom organization that promotes learning.
Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments
Dodge, D. T., Kittredge, B., & Teaching Strategies, Inc.,Washington, DC. (2003). Room arrangement as a teaching strategy. video [with] video transcript
Moore, G. T. (1998). Image and scale: Child care facility design. Child Care Information Exchange, (n120), p97.
Examines general principles in designing child care centers and preschools: (1) design the site and building so that it has a friendly, child-like, inviting image; and (2) design child development environments to be child scaled, including furnishings, materials, the building, and the site as a whole. Contains criteria and suggestions for achieving each principle. (KB)
Osman, A. (2005). Training teachers to create child friendly classrooms. Newsletter of the ADEA working(Spring), 2007-01-11-11-12 . Retrieved 2007-01-11, from http://www.adeanet.org/wgnfe/documents/2005/ADEAWGNFENewsletterSpring05.pdf
Taberski, S. (2001). A space that works. Instructor, v111(n2), p40.
Presents suggestions for setting up a classroom that is organized, efficient, and welcoming, focusing on the following elements: the conference table, individual work trays, flower arrangements, a small rug area, paper files, folder storage, book bags, reading baskets, the teacher's chair and easel, a meeting area, and low-level tables. (SM)
Warner, L. (2001). Classroom basics: How environments affect young children. Texas Child Care, v25(n2), p2.
Highlights the importance of classroom design and organization to early childhood learning environments, and addresses design considerations such as working around fixed features, maximizing learning through organization, and safety. Examines learning considerations such as environment, day's schedule, and support of positive behavior. Highlights issues of evaluation and change to keep educational needs at the forefront. (SD)
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