SPACES TO LEARN

As we have seen in the practices and through everything we have researched, the organization of the space is a determining factor for the learning of students since, depending on this one, some possibilities or others are facilitated. 

When organizing the educational environment, we must consider that one of the main criteria is that it promotes the development of all the capacities and skills of children and also benefits their growth both socially and at the individual level.

Some of the criteria that teachers can rely on to organize and distribute the use of spaces are that:

• Encourage the autonomy of children, play freely, have easy access to materials, etc.
• Let them relate to your peers and adults.
• Be stimulating as children learn more and relate better in spaces where they can continually discover and explore through their own knowledge, skills, and strategies.

We believe that we must create welcoming but not shocking spaces that influence in an emotionally positive way, both in boys and girls and in teachers, since emotions are the basis of learning and must therefore be balanced. In addition, if as teachers if we have stabilized emotions, we will be able to guide and connect with our students in the best way, allowing their learning to take place in a pleasant and safe environment.

On the other hand, we believe that it must be considered that each group of students has needs, so we must consider that space must be transformed, evolving with us. It should also be noted that spaces in education are built as a structure of opportunities.

We have discovered that the space that is most used, in the children's stage, for the development of activities is the classroom. Therefore, we wanted to modify the educational opportunities that,traditionallyprovidedby the classroom and give another vision of it. In addition, we have createda new space such as the retirada space and have givena new use to the corridors becomes exhibition spaces.

First, we will talk about the type of classroom, which we believe should be a large space. This point is important because we must consider the mobility of children and that they feel comfortable in the space in which they will work and play, therefore the organization is also relevant so that students know where each thing is located.

Our classroom is divided into corners, these must be organized according to the possibilities of the classroom and the needs of the group, it is also important to establish a number of participants per corner.

Corners are the ideal place to respect each child's pace of learning and therefore no time should be established, although for organizational reasons it will have to be imposed a reasonable maximum of time, although these times will also be established so that any child who wants to make use of that corner does so without problem.

Before talking about the specific corners, we must talk about a general functioning of the corners, such as agreeing on rules between children and the educator, the teacher must consider their functions: energizing the activity, potential free play, facilitating and organizing the materials, etc.

The corners that our classroom has are the reading corner, which has a very large space for students to be comfortable reading and performing some activity related to the reading of the books of the corner.

Other spaces that we give great importance to are the corner of teaching and construction games, it is a comfortable and spacious space since we consider that the time of the game is very special for students and they need to feel at ease at that time.

On the other hand, we have the plastic corner, this one is simpler, students can enjoy this space in their own tables where the tokens work.

We also have a whiteboard so that students can express themselves more naturally and that they have the opportunity to have other teaching support.

As for the materials of the classroom, on the one hand, the floor, in the reading corner we have cushions to make the atmosphere completely pleasant and comfortable for students. The rest of the class and corners feature parquet, which has some benefits such as: it absorbs more heat than marble, is durable, easy to clean and comfortable.

On the other hand, the toys and stories used by children in the classroom are recycled, the stories are some brought from home, others created by the teacher and a few made by the students themselves in group and individual activities.

In another area there must be tables with chairs so that children can sit there to paint or do the distant activities proposed to them. There must also be a bookshelf with stories, as a library, so that children, in their spare time, can take the books. In addition, we consider it important that there is a space in which they can play freely with dolls, strips, logical blocks, etc., and where stories can be narrated.

The classroom also has a lot of lighting thanks to its two large windows, has a semi-opaque snder to avoid excess light at times when the slate is used so that it does not dazzle and, also, for moments of rest.

The whiteboard occupies much of the wall, is at medium height so that students can have easy accessibility if they need it and will also be used in a didactic way when teachers require it.

Children access the type of classroom through the door connected to the exhibition space and, within the same classroom, the retreat space can be accessed. In this way, the three designed spaces are connected to each other.

The tables are organized by teams. With 18 students in total, the tables are divided into small groups of six students per table, favoring group work and the possibility of help between them.

Through everything we have exposed from our classroom type, we have concluded that one of the defining characteristics of this space is the connection it has with the exhibition space and with the retreat space. This union seems very important to us since children will be, on the one hand, knowledgeable about their work and, on the other hand, they will have a place to disconnect from the teaching environment. But also, thanks to its connection to the retreat space, the classroom will have natural light that will allow children to work more at ease and have greater contact with nature.

Another of the characteristics that define our classroom is that each of the corners has its own meaning, its own essence since, with children, we give an identity to each corner so that they make them their own and enjoy more the use of these spaces.

We want the classroom to be a workspace, but also a meeting space, for reflection and cooperation. The classroom should be a place where children feel free to explore and learn autonomously, while teachers help and guide them in this process while learning from them through the observations we make.

Next, we will move on to talking about the retreat space. The retreat space should be a cozy place, inviting relaxation and enjoyment of the release of all the work done during the day. A place of disconnection for a few minutes to be able to return to work with more strength and with the clearest ideas.

We consider that this place should be outdoors, for a good enjoyment of time and, if it does not allow, we have the possibility to close the space so that we can still enjoy it. Therefore, this space will have a dome for those days when the rain does not allow to be outside.

This place has a simple decoration, so that it is natural, but also comfortable for children, all counting on the nature of the environment. Therefore, in this space there will be two homemade swings, small logs so that, when the story time is made outside, the children can sit, and a small garden where they will have flowers to take care of them. In addition, it also has a bench so children can sit down if they do not want to play with the rest of their teammates or simply to rest after they have played.

This environment will have the possibility to take fine motor skills game into the retreat space, since they are games that need concentration and tranquility. In this way, in addition to developing their motor skills and their view-touch coordination, they will be able to relax and enjoy the natural environment offered by the space described.

This type of space also has the possibility of discovery and learning about the natural environment, a topic included in the Curriculum of Early Childhood Education. Certain days activities related to nature and the natural environment will be proposed, although, the space will always be used as a kind of quiet leisure time for children.

This space is characterized mainly by being an outdoor space and in contact with nature, in which the goal is to enjoy and feel comfortable.

It is essential that children have these types of spaces because, they relate better and learn more in a more stimulating and relaxed environment.

As we know, the atmosphere is very important as it can favor or inhibit exchanges, this is because the space is created both to rest and relax and to enjoy and make students get a pleasant atmosphere.

This space has access to two different rooms, both the type of classroom for better access for children from the class and from the exhibition space allowing families to contemplate and get to know this area.

Finally, our exhibition space is located in the access corridor of the class. We believe it is an ideal space for children to exhibit their jobs, drawings, or any activity that they consider important to teach the rest of the center and even families.

With this space, what we intend is to give importance to the activities carried out by children and, in this way, families can also see the work that their children do. In addition, children can be explained in such a way that a greater connection is established between families-schools-students.

This space also has clothes racks where children can leave their belongings such as coats or backpacks. In this way, when it comes to returning home, a fairly important autonomy is encouraged when it comes to knowing whose thing it is.

On the other hand, we have added recycle bins. Thus, we encourage children from a young time to start recycling and be aware of the importance of keeping the environment clean and cared for.

The main characteristics that define the exhibition space are the moments of encounter between family-school that arise when, children, teach their parents, grandparents or siblings, the drawings, or any work they have done in class and of which they are very proud.

Other characteristics that define this space is the organization of the walls, that is, where to put each drawing or activity so that all projects in the same classroom are located in the same area. To be able to carry out this organization, the walls are quite large and spacious, with enough room to be able to hang the children's work in the whole breadth of this. Family-school cooperation will be highlighted with the connection of families by looking at the work done by their children.

Finally, we mean that, in making the model, our main idea was that spaces were a place where children can develop their needs and, therefore, we have worried that these spaces are spacious so that children can move freely, both in the classroom and in the retreat space and the exhibition space.

In addition, by having the participation of children to decorate and design thesespaces, we show families the importance and respect for their children and children.

Finally, we believe that the fact that we have modified and created these spaces already provides parents with information that we really care about the spaces in their children's gift are going to be educated and developed as people. It should be noted that, to give them greater importance, we believe it is essential that teachers make families aware of the use and organization of these spaces that make up a school.