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1.1The learning environment and children’s independent learning

“A good learning environment empowers children to become confident learners” (Jim Greenman, 1998). According to Gestwicki (1999); Gordon & Brown (1996), the basis for children to learn is through exploration, construction and problem solving (as cited in Miller, 2004, p.13). Thus, only with the support of a good environment is the child able to reach their full potential.

“A meaningful environment has spaces with assigned spaces with assigned purposes. In childcare, space plays many different roles…it is also a place for children to belong and learn” (Isbell & Exelby, 2001). With an adequately equipped and designed environment, “it will create an atmosphere of warmth and informality that meets the social emotional needs of young children and enables them to interact with people and materials in ways that support their development and learning” (Feeney, Christensen & Moravcik, 2006). In a meaningful environment, there has to be learning corners to further enhance children’s holistic development. The learning corners also provide a source of extensive learning which will support what the child has learnt from the teacher.

With the help of these learning corners, it will in turn help create independent learners in the classroom. “An independent learner is one who is able to make personal choices and carry out an appropriate plan of action” (Isbell & Exelby, 2001). As a child blossoms into an independent learner, he or she is able to engage themselves in a fruitful activity and construct further meaning to their learning.

1.2Background and need

Our group first came together and discussed about what we each wanted to see improved in our individual childcare centres. We then came to a consensus that the need for well designed spaces was something which was lacking in most of the centres which we have been to.

As these centres were lacking in learning corners, it resulted in various problems. Children did not know what to do or where to go during the free play, and there were no proper spaces for individual and group time. Moreover, these learning corners were not designed to accommodate the needs and interests of the children as they are poorly arranged, and did not provide extensive activities for the children to be engaged in.

What initially mooted us to embark on this topic was because we felt that in many centres, there are no proper learning corners set up despite knowing the importance of having it. Moreover, theories are not put into practice in relation to how learning corners should be designed.

Hence, we decided to improve these learning corners so as to in turn, boost children’s independence in creating their own learning. With these improvements made, children will have be encouraged to further extend their classroom learning.

1.3Significance of the study

According to Jaramillo (1996), he stated that Vygotsky believed children learn through interacting with their peers, teacher, manipulatives, and their contextual setting. With further support from Young Children (2004), it stresses the “environment as the third teacher” and it inspires teachers to look more critically at their classrooms and reconsider all aspects of the teaching environment. Therefore, we see the importance of designing learning corners to facilitate children’s independent learning.

Learning corners play a big role in the teaching environment. However, not all childcare centers are seen to have adopted the use of learning corners. It is partly due to the lack of knowledge on the teacher’s part to set up appropriate corners. Hence, it resulted in children not being exposed to well-designed learning corners or even to the extent of not having one. Little is known about the setting up of learning corners for preschoolers that facilitate independent learning in the classroom context. Due to the paucity in research studies and knowledge on learning corners, this research project will investigate the relationship of learning corners to independent learning of preschoolers.

1.4Purpose of the Study

The objectives of the study are to determine:

  • To set up fully equipped learning corners to extend children's classroom learning
  • To create a print-rich environment
  • To engage children in independent learning with the activities in learning corners
  • To foster appropriate behaviours among children as they engage in play in the learning corners.

This will then result in children becoming more proactive in their own learning through the use of learning corners and the activities provided in it. It will also allow children to be more aware of values such respecting and sharing.

As early childhood educators, we are to provide extensive and interactive methods for children’s learning, and yet at the same time, provide choices for which children are able to decide on what they want to know more in depth for the particular topic. We are also to influence children’s social interactions with other adults and peers.

2.1Designing learning corners for children’s independent learning

Learning is an integral part in children’s lives, especially during their “window of opportunity”. However, what makes this learning different and fruitful is the circumstance under which the children learn. One important factor would then be the learning environment that this child is exposed to. As children need to explore, to manipulate, to experiment, to question, and to search out answers for themselves, activity is therefore essential(Piaget, 1972). With the provision of learning corners, it provides a time where children can explore and practice skills to their own satisfaction. According to Stone (1995), learning centers offer an opportunity for children to be responsible for their own learning; this responsibility is the foundation for lifelong learning. In turn, it allows children to construct meaning to their own learning, and be able to make choices with regard to what activities they would like to engage in at these learning corners. All in all, learning corners would enhance children’s learning; enabling them to become independent learners.

2.2 Definition of research terms

2.2.1Defining learning corners

According to Shirleen (2005), a learning center is a designated area that holds purposeful activities, a variety of materials, and activity directions. She indicates that each learning center has a different focus and allows children to participate in a different way. The centre activities are at different learning levels in terms of difficulties, which children can work according to their level. They would also have to be engaging as interest in the material to be learned is the best stimulus to learning, in comparison to external goals such as grades or later competitive advantage (Bruner, 1960).In addition, learning centers can afford the full positive engagement through which the child would be able to construct knowledge and undergo healthy brain development (Gartrell, 2007). Thus, learning corners, which is also known as learning centers, is essential for extending children’s knowledge through the meaningful experiences that take place in the learning corners.

2.2.2Defining independent learning

Kesten (1987) defines independent learning as learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs. She further suggests that independent learning is fostered by creating the opportunities and educational experiences which encourage student motivation, curiosity, self-confidence, self-reliance and positive self-concept; it is based on student understanding of their own interests and the value of learning for its own sake. Hence, independent learning is an important process for children to gain new knowledge that is based on their own experiences and interests. It is better than rote learning as it encourages children to make meaning for themselves rather than remembering information given without understanding.

2.2.3Defining facilitation

According to Neil (2004), to facilitate is to help something (usually a process) move along. The word derives from "facile" which is French for "easy". To facilitate, then, is literally to make a process easier. He believes that facilitating does not mean "solving a problem" or "doing it for someone". It means doing something that makes a process run a little better. When a situation is too difficult, a facilitator is there to help.Therefore, facilitation plays a major role in children’s process of learning whereby the teachers will be there to assist them.

2.3 Theoretical framework

Independent learning is defined as “a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for enquiry and critical evaluation” (Candy, 1991). It is very vital that we need to understand children’s learning behavior; where they are naturally motivated to learn without any intervention (Piaget, 1920). This is further supported using Vygotsky’s social constructivist theory where it states that learning occurs when children interact with each other, sharing the information that each of them has gathered (Yuen & Chow). And when independent learning occurs, it will aid them in their reflective and cognitive development whereas the students identify and solve problems, bringing themselves to even higher thinking order. To make this possible, the environment around must be “sensitive, flexible, democratic and responsive to the needs of students” (Kesten, 1987). Zooming on these, learning corners in the classroom becomes very essential when children are starting to embark on their independent learning journey. To make this work, the teacher’s role to play is to design classroom activities where children can come together to explore and construct their own knowledge. Teachers would also be the ones that poses challenges and respond to the students’ discussion (Yuen & Chow). We want to make their learning interesting as well as self-motivating but at the same time not providing too much or too little directions that will frustrate the learner (Kesten, 1987).

It has proven its worth when students grow up to become responsible for their own work when they take the initiative and be self-resourceful (Kesten, 1987). In the long run, the children that undergo this will not have difficulty with the rapidly changing environment and will be able to take in their stride when there is learning involved.

2.4 Variables that influence designing learning environments

In this section, it talks about the variables that might influence and affect the setting up of learning corners. These variables are space constraints, resource constraints and teacher’s perception.

2.4.1Space constraints

Learning environments not only need to be attractive, it has to be of effective use as well. A quality design in the learning corner aims to create a highly functional, age-appropriate, child-directed, and teacher-supported environment. Only then, will it become a useful teaching and learning tool for the children. To design a practical learning corner, children should be exposed to opportunities for explorations. With that, space constraints must be taken into consideration. According to the MCYS (Guide to setting up a childcare centre), the minimum space requirement per child is 3m2 of usable floor space. Therefore, child care centres must ensure that they provide sufficient space in the learning corner. Due to the limited space, most teachers are restricted to setting up corners that require more materials.

Another concern in the child care centres are the walls. There should be three kinds of walls which includes the acquisition, maintenance and dynamic. Acquisition wall is placed at the front, with concepts that are news or ones that children are struggling with. The maintenance walls, on the other hand, are placed at the sides. At this wall, it includes the materials which had been covered and it is one that helps the children to fully understand concepts. Lastly, there is a dynamic wall which is placed at the back, containing children’s work.

Other researchers also suggest that appropriate physical classroom arrangement encourages children to explore, interact, cooperate, read, and speak more. It is proven that children who are being placed in spatially planned rooms are more engaging in manipulative activities than their peers in a random spatial arrangement. Moreover, they are able to produce more complex shape, color, and number patterns using classroom materials. Children who are in a better spatial planned corner acquire their conversational skills earlier. In poorly designed learning corners, children's engagement in self-directed exploration and focused play is impaired. To create more mature social interactions and greater interpersonal cooperation in children, it is therefore necessary to have a quality spatial learning environment. This would then increase the children’s interests with the activities in the learning corners.

2.4.2Resource constraints

One of the resource constraints is the availability of teacher’s time. Teachers are often packed with their daily schedules and children should be given the opportunities to have contact with different materials. However, the busy schedules of the teachers have deprived the children of getting being in contact with different materials. Hence, resource constraints must be taken into consideration.

Time, being the most crucial factor, is important to help teachers in making efficient use of their limited time. Designing learning corners is a time-consuming process and being able to maintain them, requires both time and energy. Therefore, the implementation of flexible time schedules would allow better time management to update the materials that are being used in the learning corners.

Lackney, J. A. (2000) stated that by providing resource-rich activities in a well-defined area, it will allow children to foster desired learning behaviors.However, teachers might face another problem, which is the lack of materials. As mentioned at 2.4.1, the space constraints resulted in the restriction of materials that are being used. The second factor would be the size of the materials. Teachers will have to pick small and space-saving materials in order to fit into the restricted place. This greatly hinders the teachers from setting up an elaborate corner.

Another issue that contributes to the resource constraints is the limited knowledge on learning corners. Studies have pointed out that some teachers are viewed as major obstacles to change because of their obstinate to past forms of instruction that emphasize on factual and procedural knowledge. Despite undergoing pre-service training, there are many obstructions to improve these teachers’ qualifications.

In the current years, many early childhood educators believe in learning through play. Sharpe Pamela, J. (1998) stated that however, in the past, early childhood education focused on subject centered, teacher directed and achievement orientated environment because of bingualism and preparation for primary one. Study researches have been done and researchers found out that children actually learn or acquire a new skill faster through manipulation. Hence, teachers are greatly encouraged to set up learning corners of the five domains to enhance children’s learning in a fun and easier way.

2.4.3Teacher’s perception

Teachers are viewed as important agents of change in the reform effort in education hence they are expected to play a key role in changing the classroom environment. Children do enjoy taking charge in their own learning. Therefore,as a teacher, it takes planning to create an environment that supports children-directed learning. Teachers have apparently adapted to the traditional isolation of their work lives and have learnt to base their judgments on other sources. The availability of teaching materials and supplies is a factor which teachers consider as to how challenging is the teaching task they face and whether they are up to the challenge. However, it is good to discover that no differences were being found in efficacy beliefs based on gender and age. Thus, it is a great recognition of the teaching challenges regardless of the children’s standards. This will boost up teachers’ confidence across all levels as they know they are able to implement developmentally-appropriate curriculum.

Teachers see the need to encourage children to participate in classroom activities and to honor the rules of it. As a result, they strongly believe that planning activities with purposes would help to challenge the children’s thinking and have further explorations.

2.5Summary

The whole of chapter 2 basically sums up the importance of learning corners and the need to develop independent learning as children are being educated in the child care centres. Learning centres in early childhood settings have proven to be an apt and responsive vehicle for meeting young children’s needs (Kostelnik, Soderman, & Whiren, 2004). Thus, it calls for the need to design appropriate learning corners which will help children to unleash their full potential in their daily school routines. Direct, meaningful learning experiences also influence the development of young children’s brains (Rushton, 2001). It also emphasizes the significance of various factors such as space and resources that affect the learning environment. Teachers must provide materials that are developmentally and age appropriate (Bredekamp & Copple, 1997) and supports hands-on experiences. Independent learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner's own learning needs (Kesten, 1987). Therefore, it is important to nurture children to become independent learners from young.

2.6Research Questions

With the ongoing study of this particular topic, we, as researchers, attempts to determine the use of learning corners to facilitate children’s independent learning. As the preschool years prove to be an important period for cognitive development, our study will fill the gap of research for teachers by producing the different results of having a well designed learning corners and not having one. We make an educational guess that this research project will in turn have a diverse effect on children. It will consist of the exploration of two key questions.

Research Question 1:
How can learning corners facilitate children’s independent learning?

Research Question 2:
How can learning corners’ activities sustain children’s attention span?

3.1 Participants and Sampling Procedure

The participants of the study were 12 preschoolers from the kindergarten one of a voluntary service childcare centre in the western part of Singapore. The participants consist of 8 girls and 4 boys. Rating scale is used to gather information on how well the centre’s learning corners is being set up and children’s response towards the learning corners. Observation includes photo-taking, video-recording and anecdotal records. The video was used to collect data showing the number of times children were able to follow instructions, share materials and interact with their peers. Anecdotal record was used to recount the events of each implementation so as to portray changes that had taken place.