8.1 Teaching and Learning in the Early Childhood Classroom

There are different types of early childhood education (ECE) programs. Center-based, family homes, and Head Start are a few types of ECE programs, each of which promotes learning and development for young children. Although each of these programs promotes children’s learning and development, the setting, hours of operation, and other factors are different. Each of the settings is similar in that there are indoor and outdoor areas in which children spend their time. An outdoor space with both manufactured (play structures) and natural elements can be referred to as the outdoor learning environment (OLE) (Cooper, 2015).

Head Start Early Childhood Learning and Knowledge Center (ECLKC) describes learning environments as “nurturing spaces that support the development of all young children” (n.d., para.1), which is all physical spaces in which children spend time, including those used for caregiving such as diapering and providing meals and snacks. A well-designed learning environment is a welcoming place for all children and adults in which they can focus, engage, learn, and grow (Carter & Curtis, 2014).

Environments affect our mood, our ability to form relationships, our effectiveness in work and play, and our health (Bullard, 2013; Carter & Curtis, 2014). If a child enters care as an infant, the total time spent in an early learning environment may far exceed the time spent in elementary or secondary school combined (Isbell & Exelby, 2001). Therefore, the learning environment is an essential element to a quality ECE program and can have a tremendous influence on children’s development.

When considering the ECE classroom, many people think of the physical environment, but there are two additional parts to consider. First is the temporal environment, which relates to time, such as the daily schedule. The other is the atmosphere, sometimes referred to as the social environment. Each of these  works together to create a learning environment that is equitable and inviting for all children and conducive to their development in all domains (National Association for the Education of Young Children, 2022). (See Chapter 4 for more information on developmental domains.)

The teaching and learning process is complex and exciting for all ages! The phrase “teaching and learning process” is used because the acts of teaching and of learning are closely linked. The teacher is intentional about teaching something, while at the same time learning about the students. Additionally, learning occurs from peers and others in the environment (Vygotsky, 1978). In the ECE environment children explore, interact, and engage with materials. Teachers carefully observe and scaffold to promote learning in a manner that fits with each child’s developmental level, culture, and the context in which they live (Bullard, 2013; Head Start ECLKC, n.d.; Kaplan, 2014; NAEYC, 2022).

In a well-designed ECE environment, there are teaching and learning opportunities throughout the day—from the time children arrive until when they leave for home. The interactions with adults and peers, engagement with materials, participation in teacher-led activities, and daily experiences provide teaching and learning opportunities. Young children are observant and continually learning. They are also curious and seek to understand the world. Therefore, opportunities for growth and learning are provided by a welcoming atmosphere with responsive adults, a purposeful schedule, and intentional room arrangement.

One example of a well-designed environment is the process of arrival. A teacher greeting children and adults creates a welcoming atmosphere and promotes language and social/emotional development. Talking with the family member who is dropping the child off contributes to building a positive relationship between teachers and families and is an opportunity to discuss any pertinent information that may impact a child’s day. When toddlers and older children put away their belongings, hang up their coat, etc. they are learning self-help skills, sequencing (example: put things away before trying to take off coat). If their names are on a cubby or where they hang their coat, they are learning literacy skills. In many programs, after finishing greetings, taking care of belongings, and saying goodbye, children wash their hands, which is more self-help and sequencing and possibly literacy if the handwashing steps are displayed. When these tasks are done, children join their peers in doing whatever happens first. Most often it will be free play, a group time, or breakfast.

As you read about in Chapter 7, children learn from play, so you are familiar with the many opportunities for teaching and learning during free play. Children also learn during group times and mealtimes. Large and small group times are for preschool aged children and older. They can include stories, large motor activities, songs, games, all of which should be purposefully designed to promote learning and/or practice skills (Bullard, 2013). Mealtimes are more than just eating. At mealtimes children develop self-help skills, socialize, and practice language skills by listening, and if old enough, talking.

The ECE environment is rich with opportunities for teaching and learning. The three key parts—physical, social, and temporal—work together to provide a space that welcomes and promotes learning. All ECE program models (for example, Creative Curriculum and Montessori) include planning and consideration for the environment. The next section will address design of the physical indoor learning environment.