Which spaces and materials have we observed in the school?
Wide classrooms, each with its toilet and its storage room; the space can therefore meet the needs of the pupils, allowing flexibility.
Each classroom is divided in two: the meeting and playing area, the chair and table area.
Lobbies with big-sized toys. In those areas, used for little breaks, pupils can run and ride toy vehicles, like they would do in a schoolyard.
Classrooms organized in thematic zones (art, English, library, investigation, etc), with plenty of materials available for the pupils.
Specific classrooms for plastic arts and for music, with copiousness material, suited on the pupils’ age and on the planned tasks.
In which way do these spaces and materials support autonomy, communication and social skills?
The kids play with the school material in full autonomy and this enhances their interaction. They freely choose their playing or working area; those relaxed sessions are combined with the teacher-guided ones.
The school material is stowed at “kid size”, so that the pupils do not require the help of an adult when picking something up.
Some sessions include chess playing, acting and ballet.
What are the key ideas and preferences for the basis of the environmental planning and the choice of materials?
Two main areas in each classrooms: the chair and table area, the meeting and playing area. Every teacher uses either one of those, based on the subject they are teaching.
The pupils move freely around the class; this includes the possibility of going to the toilet anytime they need to.
The wide range of teaching material goes from items aimed to promote the pupils’ creative skills to those used for a more structured learning process.
The table layout is adapted to the activity or the preference of each teacher. This makes the tables another teaching tool, since they can every time be arranged in a semi-circular, full circular, or rectangular shaped layout.
In which way does the environment support children to experiment polisensoriality?
The pupils are provided with a wide range of material to stimulate their 5 senses, even though the senses of smell and taste are the least focused on. On the other hand, the other three senses of sight, hearing and touch are very much stimulated.
In which way does the environment support children autonomy, communication and social skills?
The breaks between each class are not only moments to relax, but as well opportunities to promote the pupils autonomy. In fact, this is when the kids develop their social skills, resolving any arising conflict, which would not be typical of a classroom environment, without the intervention of an adult.
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