Embedding general capabilities to transform the classroom environment

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Georgi Eadie

Primary Teacher

Embedding general capabilities

to transform the classroom environment

The general capabilities of the Australian Curriculum encompass the knowledge, skills, behaviours and dispositions that students require to succeed in the 21st century (Australian Curriculum, Assessment and Reporting Authority [ACARA] 2017). These general capabilities are underpinned by the Alice Springs (Mparntwe) Education Declaration which outlines the educational goals for young Australians, whereby the importance of students becoming successful learners, confident and creative individuals, and active and informed citizens is emphasised (Education Council 2019). Although general capabilities are addressed through the content of the learning areas, when incorporated thoughtfully into the design of a classroom environment, the general capabilities of the Australian Curriculum also offer an opportunity to add richness and depth to student learning.

Effective classroom design

There is much research denoting a correlation between an effective learning environment and effective learning experiences (Robinson & Neylon 2018). The learning environment can be considered a visual representation of teacher pedagogy and form of communication with students and the learning community (Lewin-Benham 2011). Berris and Miller’s (2011) research on the effectiveness of classroom learning environments concluded that effective environments have the potential to affect children’s physical, emotional and cognitive development. Similarly, Lippman (2010) suggests students are more likely to engage in learning when the learning environment supports a diverse range of pedagogical practices and includes a variety of spaces for a range of learning experiences. The Reggio Emilia Approach is a student-centred educational philosophy greatly recognised in terms of classroom design, whereby the classroom environment is influential in student learning, so much so that it is referred to as the ‘third educator’ (Kinney & Wharton 2015). Within Reggio classrooms are connected spaces which provide opportunities for children to express their potential, explore and learn both independently and collaboratively, and reinforce their sense of identity (Millikan 2003). The Reggio Emilia Approach supports the notion of emphasising the aesthetics of the classroom environment, while also recognising the environment as an important part of student learning. When designing an effective classroom space, Crowther (2011) suggests it is important to consider the size of space; fluidity of movement between separate spaces; displays that are aesthetic and meaningful; storage and organisation of resources and materials which promote learner independence and support the function of the classroom; and representation of student identity. Similarly, Deviney et al. (2010) suggest the seven defining principles of classroom environments are the incorporation of natural materials; use of colour to generate students; textures which add depth and provide tactile experiences; furnishings which define the space and create areas within the room; displays which enhance the environment and support organisation; multiple light sources for ambience; and focal points which attract immediate attention and invite student participation.

Classroom learning centres

The general capabilities of the Australian Curriculum in conjunction with perspectives from Reggio Emilia and subsequent research regarding effective learning environments have informed my decisions to support student learning through a range of thoughtful learning centres within my classroom space. A learning centre can be likened to an area or space designated for a specific activity or learning opportunity (Wilson 2015). Learning centres not only provide students with opportunities to explore and construct their own knowledge, they also provide opportunities for movement, socialisation, and development of agency and responsibility for learning (Bottini & Grossman 2005). Some of these learning centres within my classroom include dramatic play, art, library, loose parts and tinkering, writing and communication, and numeracy and science investigations. Each learning centre has multiple links to the general capabilities of the Australian Curriculum and support the aspirations of the Alice Springs (Mparntwe) Education Declaration.

A dramatic area invites the students to experiment with reallife experiences and offers an opportunity to develop literacy skills while learning to work harmoniously with others, use language to communicate effectively, and expand vocabulary. The dramatic area supports students in developing their social skills, exposes them to numeracy concepts such as money, and is a reflection of the families, cultures and communities of the students, which affords intercultural understandings (Feeney et al. 2013). An art area invites students to use critical and creative thinking behaviours such as resourcefulness, curiosity and innovation; literacy skills to prepare drawings and diagrams and follow instructions; and numeracy skills to estimate resource requirements and identify patterns.

A library area reflects warmth and fosters a love of reading. This centre supports literacy skills as students engage with a variety of texts and develop their reading skills and vocabulary. Students also develop their critical and creative thinking and intercultural understandings while experimenting with a diverse range of literature and exploring the ideas of authors. Personal and social capabilities are developed as they consider points of view and communicate with others.

A loose parts and tinkering area can be likened to a construction centre, which invites students to use spatial reasoning and numeracy skills to measure and create patterns. Students develop their critical and creative thinking skills as they plan designs, and literacy and personal and social capabilities while working collaboratively on projects. The use of ICT is also supported in this learning centre as students use their iPads as an investigative tool and method of communication. This area incorporates natural materials that foster a sense of calmness and tranquillity and invites students to engage in learning with materials that are sustainable and consequently influence their ethical understandings (Scade & Halton 2016).

A writing and communication area allows students to emulate the behaviours of writers and experiment with vocabulary which supports their literacy development (Robinson & Neylon 2018). Writing prompts are derived from key learning areas and incorporate literacy and numeracy, as well as ICT, as students experiment with past and present digital forms of communication such as phones and laptops. The investigation areas promote inquiry as well as wonder and imagination (Robinson & Neylon 2018). These areas typically reflect learning in mathematics and science and incorporate a range of hands-on resources that stimulate exploration and nurture investigation. The investigation areas incorporate literacy as students develop subject-specific vocabulary; numeracy while students practise specific SUNATA 27

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concepts; and critical and creative thinking capabilities as students apply their thinking skills to solve problems. These learning centres are changed constantly and are ever evolving while the students develop as learners. These learning centres reflect student interests and needs, curriculum requirements, and teacher and student collaboration.

An aesthetic classroom

In addition to incorporating the general capabilities in learning centres, the overall design of the classroom and aesthetic elements are also influenced by the general capabilities, specifically the personal and social capability, and intercultural understanding capabilities. The focal point of my classroom is a large hanging tree branch which displays a timeline of photographs of children and their families. This element contributes to the aesthetics of the classroom and creates visual interest, while also personalising the classroom space, reminding students of the home-to-school connection and facilitating the children’s sense of belonging and identity (Bullard 2014). Similarly, a hanging chandelier comprising student names hangs in the classroom as a symbol of unification and community. An aesthetic classroom is also characterised by organisation – shelves with baskets that are organised yet readily accessible to students are effective and encourage student independence. Displays also enhance the aesthetics of the classroom environment and include learning materials that support student learning, such as alphabet and number posters, and displays of student work, which are beneficial to student selfefficacy and sense of ownership over the classroom.

Putting it all together

The significance and purpose of thoughtful classroom design is encapsulated by Dr Anita Rui Old’s (1999), 'Children are miracles… We must make it our job to create, with reverence and gratitude, a space that is worthy of a miracle!' The importance of supporting the development of prepared students is summarised in the Alice Springs (Mparntwe) Education Declaration and the general capabilities of the Australian Curriculum. This notion is also embedded in the St Margaret’s mission statement, whereby students are supported through a balanced curriculum which prepares them in becoming confident, compassionate, capable women able to contribute in a global community. A classroom environment is much more than an aesthetic space. A classroom is the foundation of learning that balances function with purpose and involves much consideration and planning (Radich 2012). When the classroom environment and general capabilities of the Australian Curriculum are collectively incorporated into a learning space, students are afforded a variety of learning experiences and their opportunities as 21st century learners are maximised.

References

Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum, viewed onliine 1 June 2021, https://www. australiancurriculum.edu.au/ Berris, R & Miller, E 2011, ‘How design of the physical environment impacts early learning’, Australasian Journal of Early Childhood, vol. 36, no. 4. Bottini, M & Grossman, S 2005, ‘Center-based teaching and children's learning: The effects of learning centers on young children's growth and development’. Childhood Education, vol. 81, no. 5, pp. 274-277. Cleveland, B 2009, ‘Equitable pedagogical spaces: Teaching and learning environments that support personalization of the learning experience’, Critical and Creative Thinking, vol. 17, no. 2, pp. 59-76. Crowther, I 2011, Creating effective learning environments, 3rd edn, Cengage Learning, Andover. Curtis, D & Carter, M 2014, Designs for living and learning: transforming early childhood environments, Redleaf Press, Minnesota. Deviney, J et al. 2010, Inspiring Spaces for Young Children, Gryphon House, Maryland. Education Council 2019, Alice Springs (Mparntwe) Education Declaration, viewed online 21 June 2021, https://www.dese.gov.au/alice-springsmparntwe-education-declaration Feeney, S, Moravcik, E & Nolte, S 2013, Who am I in the lives of children? An introduction to early childhood education, 9th edn, Pearson, Upper Saddle River, NJ. Kinney, L & Wharton, P 2015, An encounter with Reggio Emilia: Children and adults in transformation, Routledge, London. Lewin-Benham, A 2011, Twelve Best Practises for Early Childhood Education: Integrating Reggio and Other Inspired Approaches, Teachers College Press, New York. Lippman, P 2010, ‘Can the Physical Environment Have an Impact on the Learning Environment’, OECD. Millikan, J 2003, Reflections: Reggio Principles within Australian Contexts. Pademelon Press, Jamberoo. Radich, J 2012, ‘Being, belonging and becoming in the physical environment’, Every Child, vol. 18, no. 3, pp. 36-37. Robinson, C & Neylon, G 2018, ‘The Indoor Environment’, in M O'Rourke (ed.), Learning Through Play, Oxford University Press, Melbourne, pp. 71-89. Scade, N & Halton, S 2016. Engaging children in play: Practical ways to create stimulating play spaces, Teaching Solutions, Blairgowrie. Wilson, H 2015, ‘Patterns of play behaviours and learning center choices between high ability and typical children’, Journal of Advanced Academic, vol. 26, no. 2, pp. 143-164.

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