Abstract
As a crucial component of the learning triangle composed of the teacher, the learner and the context herein the environment, the roles it plays in the learning process are unquestionable. Just like adults in the workplace who increase productivity when the workplace environment is pleasant, children too are not puppets that can efficiently operate in the absence of conducive environmental considerations. With maximum absorption of the information being passed to them by their teachers, the environment must be inviting, stimulating, and conducive for utmost student’s success .This paper offers a succinct and concise exposition on the role the environment on learning process through the analysis of recent and past pedagogical research materials, personal experiences and observation.
How the Environment Plays a Role in Learning
There is a common agreement a workplace filled with plants, windows, comfortable room temperature, decent chairs and good personal computers contribute to company performance through increased employee productivity. It is the same principle that holds for the classroom environment and consequently learning success. Just like adults in the workplace, children too are not puppets that can efficiently operate in the absence of conducive environmental considerations. With maximum absorption of the information being passed to them by their teachers, the environment must be inviting, stimulating, and conducive for utmost student success. However, the role of environment on the learning process should not just be understood to be the school environment alone, even the living environment such as the house, yard or the neighborhood on one hand and loving, sharing and sharing on the other, also play a role in the overall learning process. In a study analyzing the effect of the environment in the preparation of children to join schools, it was established that unless the environment promotes readiness to attend school, the learning experience will be far from being successful. Early success in school has a direct correlation to the level of preparation of children before they join learning institutions (Browning, 2007).
Research in environmental psychology attest to the fact that the physical environment has a critical role in the learning experiences of children. This assertion is especially true in early literacy. It I on this basis that key pedagogical researchers has promoted the infusion of novel ideas and strategies in enhancing the learning environment. The physical environment is essentially a supportive an influential factor in early learning and literacy. In spite of this, environmental planning of the classroom has often been ignored for the more celebrated curriculum development and instructional strategies (Morrow & Muriel 1991).
Most recent research materials consider the study of the role of the environment on the learning process in three sub categories: Kinds of materials, spatial arrangement, and uses of varying activity centers. Since the behaviors of teachers are also influenced by the learning environment it becomes necessary to design such physical spaces in a way that is not only suitable to the teachers themselves but the learners also. It has been observed that high quality spaces make the teachers to be friendly and sensitive to the learners. Moreover, teachers in high quality spaces generally teach children to consider their actions in respect to the feelings and rights of other people. Such teachers are more likely to encourage their learners to pursue self chosen activities. This observation is in direct contrast to teachers in poorer quality spaces. Such teachers are likely to be less involved, more restrictive, less interested and may find it right to impart arbitrary social roles on children (Morrow & Muriel 1991).
The role of play in the learning and development of children has been under study for a very long time. Higton (2004) posits that free flow or ludic play does not encourage cognitive development but that through free flow play children are able to gain knowledge when they explore new and strange objects in their environment. Ideally, they do not learn through the act of playing but rather as they engage in the act of playing they integrate and assimilate new experiences in their everyday learning process (Higton 2004). Through play, children have been observed to demonstrate very high levels of ability. An understanding of the importance of free play is crucial the design of a learning environment that encourages the demonstration of these high levels of ability.
The environment for learning is one of the three components of the learning triangle. The other two are the role of the teacher and that of the learner to the learning process. The environment encompasses the context of the learning process. Ion child education emphasis is being placed on the creation of learning atmospheres that provide for demonstrations of literacy. In such an environment children develop the feeling of being safe to pursue learning through experimentation and regular practice with different demonstrations of literacy. The features in such an environment for the learning process constitute the ambient conditions for learning. Teachers are therefore encouraged to create an atmosphere that is conducive and suitable and the learners will just learn (Wray 1995).
The environment can thus be viewed as a third teacher. The physical space in which learning takes place needs to be designed in a way that it empowers children to engage in cross interactions with other learners while at the same time promoting the interaction between the children and the learning materials that constitute such an environment. It is always said that every single space in the physical environment of the child has a unique identity and a specific purpose to the learning process. Every single physical space is wealthy in the potential to successfully engage and communicate with the teacher and the learners (Wellhousen & Crowther 2004).
A teacher is a partner, guide and a nurturer if they are able to reinforce the children’s learning process through the provision of appropriate materials as a reinforcement of then choice of children’s activities. As a nurturer they are able to individually support the learner by offering an individualized alternative learning environment that is able to enhance success. To establish an appropriate learning environments for early learning process. Research has established that young children learn best when such environments are akin to play environments. For instance;
The environment should be safe from any form of physical harm
promote both indoor and out door activities
Should be able to create a sense of awe and wonder. This serves as an attraction to children as it uses their natural curiosity and inquisitiveness to achieve better learning results
Such environments should also be inclusive settings. The underlying theme in the creation of inclusive environments is that children should feel to occupy a similar space irrespective of all factors like disabilities. Stakeholders in the learning process should tirelessly strive to include learners with different learning abilities and diverse backgrounds.
The environment should be able to promote the use of learning materials and equipment that are representative of both the outdoor and indoor learning environment
Children should be encouraged to make simple decisions and solve problems as well as taking small safe risks and finally,
Such an environment should aim at empowering active participation.
Since the importance of the learning environment to the learning process is unquestionable, the teachers responsible for creating the environment must also consider some planning programs that ensure that relationship between one learning environment to another is congruent. To achieve this superior organization of the learning area is necessary so that materials can be used and stored with efficiency (Wellhousen & Crowther 2004).
There are a variety of aspects which posses an impact on student learning. The physical classroom, the relationship between the teachers and the learners and the curriculum all play a fundamental role in ensuring that the core objectives of the learning process are attained. The physical classroom environment must be kept clean, completely safe and appropriate concrete tools for the learning process must be included according to designs appropriate for the stage of learning that the learners are undergoing. Moreover, the designs of the physical classroom environment should take into account the diversity of the student or pupil populace. For instance, it should be understood that the classroom environment has a function of carrying out its duties without any form of discrimination on the basis of backgrounds, race, ethnicity, gender, disabilities, learning difficulties or any other prejudices that negatively impact on learning.
The curriculum must be designed to incorporate the strengths, learning styles, ability levels and the goals of the learning process. Since different people are endowed with different learning abilities, the curriculum should ensure that through the use of different styles. Diverse styles include Lectures, demonstrations, projects, experiments and PowerPoint. After the learning process students should be encouraged to disseminate what they have learned through artistic representations, posters, oral presentations, exams or any other mode that is appropriate for the environmental setting. The presence of a teacher who is supportive and nurturing can facilitate the creation of student support network where learners solidify there understanding of the learning process.
To surmise, it is necessary to reiterate that the environment plays a central role in the learning and development process. An Environment that is rich and diverse supports learning and development. Since learning involves the people; the teacher and the learner, and the space which constitutes the learning environment only a design that incorporates the three elements and the capability of producing favorable outcomes. In an appropriate physical environment, learners will feel more safe, relaxed and cared for. These attributes have a direct influence on the success of the learning process.
Generally, an appropriate physical environment enlists both the indoor and outdoor components of the learning environment. Even though it is only adults that are involved in the design of these components, it should not be lost to them that the in early learning the environment should be a simulation of the natural free flow play environment. In cases where adults design what they perceive to be the real simulation of the free flow play environment but is so adults controlled the natural abilities of a child that are usually exhibited during free flow play will not be demonstrated. In such a case, the design fails in meeting its own objectives.
The living environment of the learner also has a profound effect on the success of the learning process. It is the responsibility of parents to ensure that their children are nurtured well, loved and cared for as they continue to learn and develop into responsible adults. Children who feel that they are loved and cared for are more likely to develop efficient learning habits. Since teachers occupy a huge chunk of the learning time, it is important that they maintain a responsible relationship with the parents as a way of evaluating the learning progress.
References
Browning, Andrea. Environment Plays a Key Role in Children’s Readiness for School. Bio- Medicine News. http://www.bio-medicine.org/inc/biomed/medicine-news.asp
Higton, Mike. (2004). Christ, Providence and History: Hans W. Frei’s Public Theology
Continuum International Publishing Group. p. 86-89
Morrow, M. Lesley & Muriel, Rand. (1991). Preparing the Classroom Environment to Promote Literacy During Play. In James F. Christie, Play and Early Literacy Development. SUNY Press. p. 141-147
Wellhousen, Karyn & Crowther, Ingrid. (2004). Creating Effective Learning Environments. Cengage Learning. p. 12-13
Wray, David. (1995). English 7-11: Developing Primary Teaching Skills. Routledge Press. p. 16-18
