Create, Learn, Play: Planning Creative, Whole-body Learning Enviornments for Young Children

Abstract

The built environment plays a significant role in the education of a child, with some teaching philosophies referring to it as another teacher. Neural development happens through a combination of genetics and experience. Sensory learning therefore suggests that young developing children are very sensitive to the environment around them. The environment includes the landscape, physical structures and equipment, and people. This thesis proposes that the physical environment (landscape, building structure, and equipment) can positively affect the holistic development of a prekindergarten aged child (between three- five years in age) by providing an enriching learning environment that facilitates whole-body learning and creativity. As a result of examining the multidisciplinary literature on child development and creativity science, as well as studying the way existing progressive preschool pedagogies treat their learning environments, a planning guide has been produced. The planning guide provides strategies for designers and educators to create holistic early learning environments that consider a child’s emotional, mental and physical wellbeing. Children are experiential learners who learn using their whole body. Movement and multi-sensory learning are therefore critical for healthy development. Rich, multilayered explorations of materials encourage creativity, curiosity and imagination. Supportive interventions that allow children multiple opportunities to explore, create, and connect, are vital to an early childhood education facility that wishes to encourage critical thinking and problem solving skills via the development of divergent thinking. It is important to create a supportive network of harmonious interventions. These interventions will become the foundation on which Whole-body Learning and Creativity can be built. The resulting guide is organized into three major sections that go on to discuss supporting topics in detail. Due to the fluid nature of some of the interventions there is some overlap between sections; however the interventions will be discussed topically as they pertain to a given section.