Proposal for Environmental Norms at GRCDC

These norms were compiled from 2001 articulated norms, the area grid passed as consensus in 2002, and staff CP work of January and May 2013. They are reorganized to reflect design concepts important to the Reggio Emilia approach.

The space within the school or the environment is considered the third teacher. Teachers intentionally organize, support and plan for various spaces for children. The daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and teacher initiated activity and inside as well as outside experiences.

  1. Defined Areas
  • The areas speak for themselves because they are well defined.
  • Areas were originally designed to support learning for the following purposes;

To grow understandings through observation and experimentation.(Lab)

To use small objects to manipulate concepts, solve problems, and follow or represent rules(Manipulatives)

To act out and experience identity and roles and to present work through performance(Performance)

To explore and use visual languages to express theories and concepts.(Mini Studio)

To build and understand rules and processes related to various forms of media and communications.(Media)

To construct and deconstruct(Construction)

  • Teacherscan redesignareas/spaces with intention and to meet children’s needs.
  • Furniture will be clean, in good working order. If it is broken, it goes out until fixed.
  • Furniture should go together and be pleasing to the eye.
  • The area rugs will be trimmed and clean.
  1. Designing spaces for collaboration
  • Tables and chairs define spaces, rather than rows of desk
  • Teachers arrange small group spaces for differentiated instruction and project work
  • Collaboration can happen in various settings: tables, on rugs, at easels, etc.
  1. Cleanliness
  • The floors are picked up and free from little blocks and animals daily. Small papers and dirt will be swept by the custodian each night.
  • The walls are free from tape and poster putty.
  • Electrical cords are neat and safely used.
  • The computers are organized well and cords safely used.
  • All food is packed up at the end of the day to avoid critters.
  1. Natural light
  • The windows will be clear and clean. Anything hung on them will have a purpose.
  • The windowsills are clean and clutter free.
  • Translucent work in windows can filter light: paintings, stained glass effect, study work, identity, 3D/2D shapes
  • Blinds are in good working order and can be pulled up to allow natural light in
  • Overhead lights off in favor of natural light
  • Placement of plants
  • Using crystals or mirrors to reflect light
  • Fabrics, beads, light, colored boards strategically placed to bounce or diffuse natural light from windows
  • Water at windows
  • Lamps can be used instead of overhead lighting
  • Intentionally place furniture/group to support natural light coming in at all times of the day
  • Opaque hanging to disguise grime and enhance/utilize light coming through windows
  1. Intentional color choice
  • Children’s work adds color: children creating calendars, study work and materials explorations
  • Teachers are free to use color as a tool to enhance practice and/or display study work ; however, consider what response a color can have on children and use with discretion.
  • Can include children in choosing wall color
  • Chalkboard walls can add work and/or documentation space
  • Shades of color v. primary colors; avoid primary colors. Consider adding the colors found in nature
  • Consider accent walls or painting over current color completely
  • Walls with specific purposes: documentation, identity, etc…
  • Add furniture with color
  1. Classroom spaces belonging to children
  • Documentation goes on designated boards and walls in purposeful ways.
  • Signs intended to be up for a while are not hand written, rather typed to look more permanent.
  • Lockers are neat and tidy with all clothing hanging up.
  • The individual classroom cubbies are neat and orderly, tops are cleaned off.
  • The outdated materials and work is taken down and stored away.
  • Working documentation on holding boards is current.
  • Children’s writing and ideas are visible throughout the room.
  • Visuals for children: flow of the day boards, agendas
  • Cubbies, mailboxes, pictures, job boards, birthdays labeled with names and photos
  • Photographs of children creatively displayed
  • Furniture of appropriate size for children
  • Children help take care of the space; a job board is visible.
  • Photographs are present of children following procedures: bathrooms, drinks, etc.
  • Birthdays to support identity, including gifts, crowns, research interest of birthday child
  • Self-portraits
  • Gallery space in office: Rotating student work
  • Consider office space to include pictures of children on file cabinets (disguising needed furniture)
  • Set up furniture for interaction in office (blocks, tubes and ball sets, sensory wall)
  • Cleaning rubric from Discovery D exemplifies ownership of space
  • Use photographs of children, rather than names or numbers to sign in for the day, order hot lunch
  1. Bringing in the outdoors in and the indoors out
  • The plants are healthy and alive. Creeping plants can act as space dividers.
  • There is a fresh aroma coming from rooms and hallways.
  • Bring in natural materials for manipulatives, stumps for chairs, etc.
  • Create outdoor learning space or use outdoors for movement
  • Use natural materials for furniture
  1. Materials beautifully arranged
  • Less is more mentality; De-clutter and find spaces for storage.
  • All work displayed will be kept in good shape. If it is torn, tattered, etc… it will come down.
  • Materials are organized using containers made from natural materials, not plastic.
  • Everything has a place and will be put in its place after use or at least at the end of the day.
  • Organize books in a more attractive way, promote treating materials with respect
  • Message center is well stocked and builds relationships
  • Give children more responsibility in organizing materials