What the resource is:
The resource, entitled Communication Friendly Spaces, is produced by The Basic Skills Agency (now
NIACE) and consists of a book of guidance, a DVD and an audio workbook to use as a self-audit tool. At the time of writing it costs around £10.
The aims of the resource:
The central purpose of the materials is to support practitioners in reviewing their teaching and learning environment, inside and out, and make changes that promote talk. This is in accordance with current SureStart and Ofsted concerns about the communication skills of young children.
Key findings or focus:
Streamlining and de-cluttering early years space to create a more minimalist physical environment is one of the key messages of the resource. It incorporates case studies, comments and suggestions from practitioners and researchers.
There is a strong emphasis on natural materials, storage units and the careful incorporation of colour.The author of the materials, Elizabeth Jarman, suggests that there should be careful use of primary colours. She refers to the work of Luscher in the 1960s on the psychological effects of specific colours and includes a chart detailing these.
The DVD promotes the idea of small, cosy areas for children's dramatic and exploratory play and, essentially, their dialogue. There are wonderful examples of calm, inviting corners and an excellent sequence on the simple changes implemented in one school to achieve such a space. The use young children were making of these changes to read books and create their own narratives was a good tribute to its effectiveness.
The quality, authority and credibility of the resource from your subject perspective in relation to ITE:
The booklet includes case studies and ideas from Foundation Stage practitioners and advisors but it is the DVD material that is the most convincing and motivational. This contrasts footage of children in conventional classrooms and in the new style learning environments. The clutter of the former becomes jarringly apparent. The stimulation and fascination or enchantment of the latter is also evident from the way that the children are engrossed in conversation and experimentation.
Although it does not provide evidence for the most appropriate approach it does strike a chord with the ‘Stop and think' suggestions in the booklet to aid reflection and evaluation of learning spaces.
Several of the design ideas in the resource have resonance with psychological research that has influenced other communal environments including supermarkets and hospitals It is also reminiscent of the way that the environment is organised and resourced in the preschool centres in Reggio Emilia in Italy. See also visual structure from TEACCH and the work of Ted Glyn(2004) on the antecedent control of behaviour in educational contexts.
The implications for ITE tutors/mentors - when and how it could have best impact:
The DVD and booklet provide fertile ground for discussion and reflection of learning environments. Although aimed at Foundation Stage settings, they have application beyond that and could provide useful starting points for consideration of other classrooms or school spaces.
The toolkit is primarily aimed at settings and could have limited impact: some teachers can be rather cynical about the usefulness of such time-consuming materials. However the payoff displayed in the video would perhaps persuade them that this time would be a sound investment. It could be utilised by ITE tutors for encouraging early years students to audit and evaluate the environment during visits to settings.
The relevance to ITE students. - how and why it has importance:
It is important as an ITE student to examine all influences on learning and teaching and consideration of the physical space is an integral part of this. As with other aspects, the ideas being promulgated in this resource need to be discussed and evaluated alongside the research that underpins them. There is a list of related reading and web references on page 40 of the booklet
Reviewed by:
Sue Hammond
Related Resources:
The following might be useful to read in conjunction with this resource:
Austin, R (2007) Letting the outside in, Stoke-on Trent: Trentham
Glyn, Edward (2004) "Antecedent control of behaviour in educational contexts", in Wearmouth, J., Glynn. E. Richmond, R.C & Berryman, M. (2004) Understanding Pupil Behaviour in School: A Diversity of Approaches London: David Fulton Publishers Ltd
Whitehead, M (2007) Language and Literacy in the Early Years (3rd edition), London: Sage