Assignment 1Samantha Scanlan

Layout

School A (Kindergarten)

• There are only a small number of artificial lighting as the windows allow for great natural lighting.

• Use of furniture as dividers to halve the space.

• Open layout for easy flow of people and activities

• Large amount of open space allowing for free movement throughout the classroom.

• This classroom follows mainly a Perimeter layout with most activities occurring on the perimeter of the room.

• Use of wooden platform to define area.

• Straight pathway from entry to wet area/toilet.

• Great natural light in wet area with one wall constructed of only windows.

School A (Kindergarten)

• Use of skylight allowing for more natural light.

• Quiet area was created using draping, which dimmed the lighting in the area creating a calming safe effect.

• Tables and displays create dividers between areas.

School A (Kindergarten)

School B (Pre-school)

• This classroom follows a maze layout with learning areas scattered throughout the room.

• Meandering pathways created by desks and activity spaces.

• Natural light softened by using lace curtains.

• Boxes used for private and small group interaction.

• Great use of hard flooring covering 2/3 of the room allowing for large wet areas.

• This hard flooring is easily washable allowing wet activities to be spread throughout the room.

• Carpet used to define the dry area.

• Artificial and natural lighting keeps the room warm and inviting.

School B (Pre-school)

• Furniture and carpets are used to divide up areas. The furniture is small and on wheels allowing it to be a flexible divider.

• Draping used to create a quiet area.

• This quiet area has also been closed in with a themed wall creating a small nook for more private interactions

School B (Pre-school)

Similarities between schools

• Both classrooms used furniture as dividers in their classroom.

• Both classroom s used draping to create quiet/intimate spaces.

• Both classrooms used as much natural lighting as possible.

Differences between schools• Classroom B has a large area of hard flooring in the classroom

allowing for greater wet activities in comparison to classroom A which only had a very small hard floored area at the back of the classroom as the wet area.

• Classroom A used more or a straight pathway layout whereas Classroom B used a meandering pathway layout.

• Classroom A used Perimeter layout strategy whereas Classroom B used a maze layout strategy.

• Classroom A had a small platform whereas classroom B did not.

Space

• Child sized equipment and objects used so that children can be independent.

• Wooden/natural objects are used as furniture a well as to hold items adding to the aesthetic properties of the classroom rather then use plastic items.

School A (Kindergarten)

• Flexible space- is a large space that could be turned into a small space if necessary with dividers.

• Use of light box to create a brightness as the material blocks out some lighting, all of which give a calm effect.

• Natural objects on table and the colour schemes used as the aesthetic properties of the classroom.

School A (Kindergarten)

• Straight pathways creates easy flow in the classroom from entry to wet area/toilet.

• Child sized furniture is prominent with most chairs and table being child sized.

• Lots of natural objects and cool colours are present throughout classroom giving a calming feel to the classroom as well as enhancing its aesthetic properties.

• Many large/open spaces allowing for flexibility in the classroom layout and for creating smaller spaces.

School A (Kindergarten)

• Spatial variety is found in the classroom with evidence of “myspace” which was created by placing netting around bookcase and pillowcases.

• Without the netting this space would be transformed into “ourspace” being a bigger space however would loose its ‘myspace’ value.

School B (Pre-school)

• This classroom presents meandering pathways which are created through the use of activity desks scattered around the room.

• Child sized furniture used- desks, chairs and aprons.

• Blue colouring seems to be prominent in this classroom which is a cool colour producing a calming effect.

School B (Pre-school)

• Again “myspace” was created using boxes the children hand painted.

• This small space was created using netting, backboard and carport to define the area.

• Child sized equipment- the boxes could only fit one or two children perfect for “myspace” as well as child sized objects which were located inside the boxes.

School B (Pre-school)

Similarities between schools

Both classroom used child sized furniture and objects

Both classrooms only had one entry/exit point.

Both classrooms utilised cooler colour schemes to produce calming effects.

Differences between schoolsClassroom B used “myspace” greater then Classroom A

Classroom A used a straight pathway whereas Classroom B used meandering pathways.

Classroom A utilised more natural aesthetic qualities as well as materials in comparison to classroom B who used more plastic materials.

Classroom A had more open space to allow for a more flexible classroom space.

Materials

• Natural loose items which draws on aesthetic qualities of materials.

• Diverse natural objects are stored in similar shallow baskets encouraging students to engage with the loose items.

• Using natural objects usually found outside inside invents new possibilities for use

• Offers collection of natural materials to highlight a learning domain of nature.

School A (Kindergarten)

• Use of natural objects and nature colour schemes overall adds to aesthetic value.

• Materials were selected that would spark children's interests

• Invented new possibilities for familiar materials

• The books are displayed within the materials

School A (Kindergarten)

• Light table is used to spark interest and transform materials with the images set out show how they can be used and extends the interest of children.

• Cultural wooden toys are stored in weaved baskets which match the aesthetic qualities of the classroom and extend the classes interests in culture.

• Wooden blocks are present which can be transformed and extend a childs imagination

School A (Kindergarten)

• The use of foam and food colouring can transform and extend children's thinking to use materials in new and different ways.

• It also allows children to invent new possibility with familiar materials.

• The use of foam allows children to feel different textures in comparison to usual classroom situations.

School B (Pre-school)

• Use of natural materials-being the bottlebrush- suggests what the student should paint. This offers complexity and allows for extension of children's artwork by allowing them to first study the bottlebrush and then paint it

• Use of brown paper gives a natural background colour scheme in comparison to standard white paper sparking new interest to the activity.

School B (Pre-school)

• Boxes were used from an enhanced view of children as they were large enough for a child perfectly allowing for one or two children to sit in each box.

• Painting and using the boxes as materials allows the children to invent new possibilities from familiar materials.

• Boxes can be transformed using paints and materials in congruence with the children's interests and imaginations.

• Materials were arranged inside and outside of the boxes o offer complexity and extend the children's interests and give suggestions on how to use the materials together.

School B (Pre-school)

Similarities between schools

Both classrooms supplied materials to extend children's interests

Both classrooms offered collections of materials to specify a learning domain

Both classrooms had use of natural items to extend children's learning and to offer complexity.

Differences between schools• The diverse materials in classroom A were all stored in natural

woven baskets rather then plastic containers.• Classroom B used more wet materials then classroom A allowing

for wider textures to be felt.• School A used a wider variety of natural materials throughout

the classroom in comparison to classroom B which only used it minimally.

• Classroom B promoted painting using natural objects to prompt painting the moment you enter the classroom. Classroom A had one easel at the back of the classroom which was not encouraging to use.

• Classroom B encouraged particular play using structured specifically laid out materials in comparison to classroom A which offered open ended flexible materials for play. Therefore classroom A had more materials that could be transformed.

• Classroom A presented more orderly beautiful arrangements in comparison to classroom B.