Learning Environment

Introduction

Goal & Strategies*

The physical space and emotional environment (campuses, buildings, schools, and classrooms) promote collaborative relationships, actively engage all children in a variety of learning experiences and settings, and support the health and wellness of children and adults.

Culturally Inclusive

Culturally Inclusive

Learning environments are welcoming and reflect the community of children and their families, home communities, cultures, and languages.

Example Implementation Indicators

District-, Site-, and Community-Based Administrators

• Use nationally recognized tools and rubrics to evaluate and rate the quality of learning environments, PreK-3rd grade.
• Dedicate space and resources for families to meet with teachers and to access culturally inclusive resources that support their children’s learning.
• Ensure that cultural and linguistic responsiveness is a priority for all school and program staff.

Teachers

• Demonstrate understanding of how to create and maintain cultural and linguistic responsiveness in their classrooms.
• Increase availability and use of a rich variety of objects and materials (e.g., books, math materials, technology, manipulatives) that reflect diverse language, cultures, and home communities.

Promote Relationships

Promote Relationships

Learning environments provide a climate that promotes positive interactions and supportive relationships for children and adults.

Example Implementation Indicators

District-, Site-, and Community-Based Administrators

• Establish priorities and plans for every building to have dedicated resources that promote staff collaboration, adult learning, and joint-decision-making (e.g., time, opportunity, and space for adults to meet and work together comfortably).
• Support teachers’ efforts to improve quality (e.g., professional development, resource allocation).

Teachers

• Demonstrate an understanding of creating and maintaining environments that are conducive to child learning (e.g., well-managed classrooms that promote young children’s executive functioning,

including self-regulation of emotions and behavior).

• Report satisfaction about the space, materials, and climate for their teamwork, on-going professional development, and partnerships with families.

Structured to Support Diverse Learners

Structured to Support Diverse Learners

Learning environments are organized and provided with resources to support a wide range of development, abilities, and interests.

Example Implementation Indicators

District-, Site-, and Community-Based Administrators

• Ensure multiple indoor and outdoor spaces exist that support active project-based learning.
• Ensure learning environments support learning in multiage/grade level groups.
• Ensure learning environments provide appropriate space for individualized instruction.
• Ensure learning environments provide access for children and adults with disabilities.

Teachers

• Establish environments that support individual, small-group, and whole-group learning.
• Organize classrooms and learning environments that exhibit order, safety, and clear routines so that children are not distracted or spend excessive time in transitions.
• Have well-organized classrooms that exhibit clear routines and access to high-quality materials that support diverse learning activities.
• Increase availability and use of a rich variety of objects and materials (e.g., books, math materials, technology, manipulatives) in classrooms, PreK-3rd.

Resources

Continuing Education

Laws, Regulations, Statutes

Links

Links

Literature

Literature

Being Black is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child
Click Here, National Black Child Development Institute

California’s Best Practices for Young Dual Language Learners
Click Here, Governor’s State Advisory Council on Early Learning and Care, Sacramento, 2013

Collaboration Keys for English-Language Learners
Click Here, Principal, September/October 2013

Effectively Educating PreK-3rd English Language Learners (ELLs) in Montgomery County Public Schools
Click Here, Foundation for Child Development

Elementary Schools for Equity: Policies and Practices that Help Close the Opportunity Gap
Click Here, Stanford Center for Opportunity Policy in Education

FirstSchool Learning Environment: Supporting Relationships
Issues in PreK-3rd Education (#3).
Click Here, Ritchie, S., Crawford, G. M., & Clifford, R. M. (2009). Chapel Hill: The University of North Carolina, FPG Child Development Institute, FirstSchool.

PreK-3rd: Challenging Common Myths About Dual Language Learners: An Update to the Seminal 2008 Report
Click Here, by Linda M. Espinosa, Ph.D. Foundation for Child Development

Promise of PreK-3rd: Promoting Academic Excellence for Dual Language Learners in Red Bank Public Schools, The
Click Here, Foundation for Child Development

Same Different and Diverse: Understanding Children Who Are Dual Language Learners (DLLs)
Click Here, National Center on Cultural and Linguistic Responsiveness.

Starting Early with English Language Learners: First Lessons from Illinois
Click Here, Maggie Severns, New America Foundation

Minnesota Examples

Minnesota Examples

Presentations

Presentations

Research

Research

Go to Research & Studies

Tools

Tools

Webinars & Videos

Webinars & Videos

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* Kauerz, K. & Coffman, J. (2013). Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches. Seattle, WA: College of Education, University of Washington.