Children who feel she emotionally are far better able to learn.

Their relationship with

teachers is all important; the classroom environment, equally so.

Creating an Environment to Increase Learning

When you walk into a well-designed preschool classroom, you see children and adults working together
in a productive surrounding. There are children constructively engaged and teachers busy observing,
facilitating, and challenging the children. The environment supports all this by assuming several of the
responsibilities we typically associate with teachers. It helps the children interact, learn, and avoid
unproductive activities, such as running and getting in each other’s way. Thus, the environment
actually becomes another teacher in the classroom.
Four major elements to consider when creating such an environment are:
1. 1. The wellbeing of those in the classroom (safety)
2. 2. The perspectives of those who will use the environment (culture)
3. 3. How the space accommodates appropriate activities (zoning)
4. 4. How the materials present should encourage learning (set-up)

Careful attention to these elements reduces how much time the teachers spend maintaining safety and
order. This frees up time for higher levels of teaching, which ultimately increases learning.
Safety: Ensuring the wellbeing of those in the classroom
Just as a teacher’s most important role is ensuring the safety of her students, this is also the most
important role of the environment. The better the environment is set up the less time the teacher
needs to devote to this critical mission. For example, the environment needs to clearly specify the
number of children permitted in each area, indicated for the children through signs or props. Just think
of all the extra time a teacher might save from having to “direct traffic” every day if the environment
assisted in this responsibility! The furniture should be stable, well-designed, and securely attached to
the wall where necessary. Disorder in the environment can result in chaos, materials or furniture
falling, dangerous cuts or splinters from sharp furniture edges, or other avoidable accidents.

Clearly defined spaces eliminate chaos.

Culture: Considering the perspectives of those using the environment
In order to make the people in the classroom as comfortable as possible, it is important that the
environment considers the perspectives of those who will be using it. Look at the environment from a
child’s level to check out what is functional and pleasing from that perspective. Since children are
spending more hours in the school environment and less time at home, cozy and home-like touches in
the environment increases the comfort of the child (e.g., pillows, baskets, curtains, and cushions).
Uncomfortable children tend to be unproductive. Both adults and children function better in a
thoughtfully designed space.
 Just my size!
Zoning: Designing spaces that accommodate & encourage appropriate activities
It is important that small group activities can happen naturally in the classroom environment (e.g.,
center time where children may go to the art area or build with blocks). A well set up classroom
environment facilitates a variety of group sizes and configurations: small group time, large group time,
individual time, one-on-one with a teacher, and time to work with a partner.
Center time:
Think of the classroom areas such as block area or art area. These areas are typically set up for four
children. The centers need to be clearly defined otherwise the teacher will need to spend much time
organizing, explaining, and “putting out fires.” Organizing the areas by grouping the messy areas near
each other and quiet areas near each other tends to work well. One major key in developing the
centers is the organization of space. Will the traffic of children flow easily? When planning, you want to
avoid narrow spaces that restrict movement around the room and lead to something or someone
getting bumped, or a child inadvertently entering another area. Also, avoid areas that have so much
space that they say: “please run.”
Large group time:
Large group time requires a space where the class may meet as a whole. If you have to move
everything to get to this space daily, the time this takes will probably lead to frustrated adults and
restless children. How will you set up seating? Comfort is essential for successful group time. Avoid
tempting items that call out to children to fidget. Go to a restaurant and notice where you naturally sit.
People tend to face the entry way. The more of the classroom the children can view, the more in
control they feel.
Individual time:
The Reggio Emilia Approach adds a group size often missed—a space to be alone. Children spend large
amounts of time in classroom settings. Sometimes individuals need a time to regroup or relax by
themselves. This area needs to feel private yet be easily observed by the teacher.
 A space just for me!
Set-up: Selecting materials and furnishings that encourage learning
Areas should be set up to accommodate, facilitate, and challenge the children’s thinking. In this way,
they can act as extensions of the teacher, who can’t be everywhere in the classroom at once. Ideally,
the curriculum is set up so there is a cycle of familiar and novel experiences, building upon each other.
The teacher sets up materials that are mostly familiar to the children. The children explore the
materials to gain understanding. The teacher observes children using the materials. When the children
have gained understanding of what is set up in the area, the teacher helps the children extend their
learning and challenges them by adding or replacing a part of the familiar materials that are set up.
Also, there should be enough materials, but not too many materials, as you want to encourage
negotiation and sharing.
Think carefully about what pictures, children’s work, or photos you decide to place on the walls since
children can absorb a lot from their surroundings. Instead of simply decorating the walls, teachers
should use the space for good displays and documentation that encourage learning.
It takes a teacher a lot of time to trace and copy decorations for the classroom. It also takes time and
money to buy commercial art to place on the walls, for example, cut-outs of Halloween witches or cute
shamrocks. I am not sure, however, what these actually teach the children. When displaying pictures
and photos, I look for beauty and relevance. Is the display aesthetically pleasing? Is it part of the
children’s world, giving an opportunity to the child to make connections? I once had a toddler study a
photo of a hand under a faucet and then go over and to the faucet and repeat what he saw. This photo
was relevant to the child’s world, unlike seasonal cut-outs. In this way, even a room’s walls contribute
to the environment’s role as a teacher in the room.

Thoughtful displays and set-up increase learning possibilities.

Conclusion
A preschooler enters her environment competent and aware. She will respond positively if the four
major elements have been attended to: (1) the room feels safe, (2) it feels like it is set up for her and is
comfortable, (3) the areas clearly communicate and encourage the activities she may partake
in(zoning), and (4) the materials invite her to play and also give her a bit of a challenge (set up).
Pretend to be a child, look at the environment from her perspective and think about what she sees.
Brainstorm all the questions a child would think of. Some examples are:
Is this place safe? Do I have an idea how the materials work? Do I know what I should do in each area?
Are the materials really for me to play with or are they just for show? Where do things go in each area?
Is there a place for me to hang my coat? Where do I put a messy picture? Is there any place in this
room to relax? Will I be able to talk with my friend sometimes?
Taking the time to attend to the safety, culture, zoning, and materials in the classroom room creates an
environment that teaches. Thus, instead of spending time as maintenance workers in the classroom
doing such jobs such as moving furniture, reminding children not to run, picking up items that the
children didn’t know where to put away, being nervous about a safety issue, or trying to get children to
stop yelling because they are bored; teachers have time to interact, observe, and challenge the
children.

Structure the classroom space and routine to provide scaffolding for ELLs' language learning.

Arrange the classroom in a way that supports each type of instructional activity that will take place,
and then keep changes to the physical environment to a minimum. Once ELLs learn which activities
take place in various parts of the classroom (e.g., centers, circle), the physical environment will cue
them as to what they are to do and how they are to behave in that area (Barone & Xu, 2008).

Predictable classroom routines can also provide scaffolding for English language learners by allowing
them to anticipate what will happen each day, including the type of language they will need for each
activity (Bunce & Watkins, 1995; Tabors, 2008).
-Don’t change decorations frequently. There’s no law that says you have to have new bulletin
board displays for every holiday. Pick bulletin board paper that will work all year long and change the
border, if you must. (For example, red is nice for fall leaves and apples, and then for Christmas, later for
Valentine’s Day, and then for a general or thematic display towards the end of the year). I buy one
versatile set of borders for each bulletin board I have and leave them up. I have frogs, planets,
calendars, paintbrushes, designs, plain colors, and other themes not associated with any particular
time of year. Also, remember that your border does not have to correlate with the stuff that’s on the
board, as long as the colors and styles complement one another. A train bulletin board does not have to
have a train border: a plain blue one will work just fine.
-Display a minimum of seasonal decorations. I try to pick borders that don’t need to be changed- I
have way too much to do to worry about having snowflakes up in May! In fact, I rarely display kids’
seasonal work, focusing on thematic displays or things that look good all year, such as “Our Best
Work”. When I do hang seasonal work, I try to do it at least a month before the occasion to get the
maximum usage out of it.
 50 Tips, Tricks and Ideas for Teaching Kindergarten

by Karen Nelson

You join a special club when you become a kindergarten teacher. There are only a few of us who have

what it takes to manage these littlest students who are often still moving in a hundred directions all at

once when they arrive in our classrooms. We’ve scoured our WeAreTeachers Helpline and brought

together 50 of the very best ideas for kindergarten teachers.

1. Start at the very beginning.

“Don't assume they know how to do anything. Teach them everything. How to knock at the bathroom

door, how to close it behind them, how to wash hands, throw away towels ... routines, routines,

routines.” —Shannon T.

https://www.pinterest.com/pin/118923246387562286/
2. Prepare yourself for kids with a wide range of skills.

“Be ready for kids who are readers, kids who have never seen letters, and everything in between. I love

my kinders dearly and find so much joy in watching their little light bulbs go on for the first time!

They're a different bunch to be sure, but they're a blast!” —Maggie V.

3. Use a washable stuffed animal as a class pet.

Low maintenance, high fun! Kids will love taking turns bringing it home to care for it over the

weekend.

https://www.pinterest.com/pin/26880929002827196/

4. Keep activity sticks on hand so you never have a terrifying “What do I do with

them now?” moment.

One of the most repeated themes on our helpline post about teaching kindergarten was that you

should always over-plan for this age group. These activity sticks are a fantastic safety net when you

suddenly find that your lesson when twice as fast as you expected.

https://www.pinterest.com/pin/2251868539967094/
5. Keep your kids moving all day long!

“Plan lessons/activities that last no more than 15 minutes, with some kind of movement activity in

between. (Moving from the circle to the table counts, as does clapping a pattern, or ‘head,

shoulders, knees and toes.’) —Anne H.

https://www.pinterest.com/pin/177188566564939335/
6. Take your class on a mini-adventure on the first day.

“I teach routines, rules, but I also go on some kind of ‘adventure’. My ‘adventure’ is going through the

school to find where everything is, the bathrooms, the nurse, the front office, the cafeteria (which we

practice going through the line), library etc. I've done fishing where I have fish (or a jungle animal if

that was my theme) hanging at each place and they collect them in a bucket as we go around taking

turns and collecting through the whole school. They love it.” —Dana H.

7. Choose amazing read alouds for the first week of school.

Read to your students often and all year long, but these 10 books are some of the best to start the

year! No, David! andChicka Chicka Boom Boom are kid favorites and kindergarten classics!

https://www.pinterest.com/pin/2251868540615721/
8. If you can, work through a couple of recommended professional development books over

the summer.

Experienced kindergarten teachers are recommending The First Days of School, By Harry Wong and

Angela Watson’s,Cornerstone.

9. Keep little fingers cleaner with this trick!

“Glue sponges! There are several videos online for making them. So awesome to not deal with the

bottle of glue mess or those littlest who can't close the bottle and spill glue in their supplies!” -Anita D.

https://www.pinterest.com/pin/440719513512546262/
10. All hands on deck!

“Get at least one extra set of hands for at least the beginning of that first day. They will all come in and

need/want your attention and there is so much to do. As a retired teacher, I go in for the first hour

every day for the first week of school just to help with ‘crowd’ control. Just an extra pair of hands that

knows what it's like to be a teacher.” —Judy N.

11. Plan your circle time well.

Make it short, sweet and active.

https://www.pinterest.com/pin/500814421040656290/
12. Read the perennial Kindergarten favorite, The Kissing Hand.

"It relates to their first day of school and has many activities.” —Betty

B.https://www.pinterest.com/pin/60376451227522365/

13. Help the parents of your students on the first day. This is a tough transition for them

too!

“You will have a room full of parents on the first day, so to have a smooth goodbye I wrap a box with

Kinder Bear (any stuffed bear) inside. After the kids are sitting on the carpet I tell them that I have a

friend I'd like them to meet, but that he's shy. I pretend to listen to the bear and tell the kids he wants

you to say bye to mom & dad so he can come out and play. The parents will 'get' the message and

leave and the students will be eager to meet Kinder Bear!” —Denise B.

14. Connect with your students' parents.

Make plans to keep the lines of communication open. Put out a stack of envelopes on back to school

night and ask parents to address them. Use them later to touch base with the families in your class.

https://www.pinterest.com/pin/287597126182262341/
15. Keep in mind how close to “baby” your students really are.

“Remember they are 60-month-olds! That always gives me perspective the first few weeks as a K

teacher.” —Michelle K.

16. Teach kids how to make friends.

Some of your students will do this naturally. Some of them will need your help. How to be a friend is

one of the most important lessons they can leave their first year of school with.
https://www.pinterest.com/pin/287597126182245534/

17. Find fun ways to teach all of the routines your little ones will need to know all year

long.

“For my lines in the hallway I say ‘There’s a cloud with marshmallows falling down (wiggle fingers like

they're falling from above), everyone, catch a marshmallow!’ Pretend to catch and say ‘now put it in

your mouth and chew chew chew chew and keep your finger on your lips so it doesn’t fall out’ until you

get to the cafeteria, playground etc. They'll walk around with their cheeks puffed up pretending to

chew. Some might say they ate it so tell them to catch another or it’s too big to eat the whole thing and

keep chewing! I’ve heard teachers say ‘catch a bubble.’ It’s the same concept. When I need instant

silence I say, ‘Catch a marshmallow!’ and there is quiet immediately.” —Heikel F.

18. Routine, routine, routine.

Veteran teachers said this again and again and again on our helpline. Probably more than any other

age group inelementary school, kindergartners thrive on their routine. “Plan fun and easy activities for

the first week so you can keep focused on the routine.” —Sarah S.

https://www.pinterest.com/pin/287597126182233027/
19. Combine multiple objectives into a single lesson.

Teach children number sense and fine motor skills at the same time. The kids will love using the hole

punch, and will be improving their number sense at the same time.

https://www.pinterest.com/pin/287597126182260680/

20. Make keepsake drawings that will show growth from the beginning of the year.

“I would have them do a self-portrait the first day and then another one the last week and watch the

difference! You will want to start and demo one of you just to give them an idea of what to do. You

might be surprised at the results and your parents will save it forever—mine did. I still have one I drew

as a kinder or first grader.” —Julia A.

https://www.pinterest.com/pin/184084703488321023/
21. Start the year with firm expectations and clear routines.

“Don't worry about the curriculum. Just focus on the routines and rules. One of the best bits of advice I

got from a professor was that the kids WANT to love you so don't be afraid to be strict with the rules

and set down your boundaries right out of the gate. I've been teaching for 20 years and I learned that

the hard way. Have fun, play games, let them see your playful side but take the time to let them know

what is expected of them.” —Julie S.

22. Host a Pajama Day.

Have your kids come to school in their jammies and plan a whole host of fun activities for the day.
https://www.pinterest.com/pin/118571402660510308/

23. Classic kindergarten reads can help your kids adjust.

“Read Twas the Night Before Kindergarten and take a LOT of time to set rules and routines.” —Erica F.

https://www.pinterest.com/pin/501940320940083298/

24. Bring technology (in small doses) into the classroom.

Check out Mrs. Wideen’s Blog to find great ideas for using technology in Kindergarten. She

recommends apps and lessons for iPads.

25. Keep in mind that the kids have expectations too!

“Kids go to their first day of kindergarten expecting to learn how to read that very day. So you have to

do some choral reading of big books or poems so that they know that they have begun to learn to read.

Just one big book. Read it many times that day. If they go home seeing themselves as scholars on the

first day of school, you will have set the tone for the whole year.” —Becky N.

https://www.pinterest.com/pin/201395414562166720/

26. Take care of yourself. Teaching kindergarten requires a different kind of energy. Eat

well and try to get an extra hour of sleep if you can.

“When I switched from second grade to kindergarten, I was exhausted for the first two months. It's

physically taxing.” —Karen E.

27. Laugh with your kids.

Kindergartners love to laugh as much as the rest of us! These 25 books will add some humor and levity

to your day. https://www.pinterest.com/pin/287597126182200668/

28. Sneak the learning in with games.

“I like playing ‘I have, who has games.’ I take their picture on the first day of school and create an ‘I

have who has game’ with their photos, it's a great way for them to learn names plus I use their picture

for everything” —Lisa G.

https://www.pinterest.com/pin/85849936622152101/

29. Connect with a community of educators outside of your own school.

For example, “Participate in #kinderchat on Monday nights on Twitter. Great people from all over

sharing their experience.” —Richard B.

Follow WeAreTeachers on Facebook for great discussions too.

30. Organize your instruction around themes.

When you structure your lessons thematically, you provide your kids with more “hooks” for

learning.

31. Give your kids visual cues to help them follow your directions.

Anchor charts and classroom decorations can help them remember your expectations.

“I have my kids line up on numbers. They stay on the same number all year. This saves so much time.

We can line up in less than 15 seconds. Their toes touch the number but not cover so I can see it.” —

Debbie N.

https://www.pinterest.com/pin/2251868540562146/

32. Be kind to your wallet. Check out the Dollar Store for deals on all sorts of things for

kindergarten.

This blog post from Kindergarten Works gives you all sorts of recommendations.
https://www.pinterest.com/pin/2251868540562158/

33. Fill your classroom library with these classic kindergarten books.

This chart lists 100 titles to teach with in your kindergarten classroom.

https://www.pinterest.com/pin/2251868538520258/

34. Teach with centers.

Here are three different posts with ideas on how to organize your center time. It’s one of the easiest

ways to work through your curriculum in kindergarten.

https://www.pinterest.com/pin/266486502927591791/ https://www.pinterest.com/pin/

169236898474339262/https://www.pinterest.com/pin/515451119829266270/
35. Find a spot for some “reading buddies” in your classroom.

Gather together a few stuffed animals that your kids can make friends with and read to during the

school day.
 https://www.pinterest.com/pin/

372602569140213388/

36. Count the days of school and celebrate when you reach 100!

There are so many different fun ways to celebrate the 100th day of school. We’ve got a whole

collection of ideas for you on our WeAreTeachers Pinterest board.

37. Track all of the sight words you’re going to be teaching this year with a word wall.

You’ll find the kids referencing this wall often as they start to do their own writing.
https://www.pinterest.com/pin/31103053653852259/

38. Use “spacemen” or “space people” to help your beginning writers learn to use spaces

between words.

Put a spaceman stick down when you get to the end of a word so you know where to start the next

one!
https://www.pinterest.com/pin/26880929000496310/

39. Celebrate Dr. Seuss Day wholeheartedly.

Kindergarten is the perfect crowd for all things Dr. Seuss. WeAreTeachers has a whole board dedicated

to the event on our Pinterest page.https://www.pinterest.com/weareteachers/dr-seuss-read-

across-america/

40. Organize your classroom well.

Sometimes kindergartners don’t give you even a second to catch your breath. You need to be able to

find everything you need for your lesson without a lot of fuss, otherwise you’ll lose them. Keep your

classroom organized so that you can always find what you need for your next
lesson. http://kindergartenschmindergarten.blogspot.com/2012/09/open-house-week-new-

teacher-blog-tuesday.html

41. Bring your sense of humor.

Kindergarten teachers must have a sense of humor. The kids will likely be making you smile all day

long with their adorable sayings, but make time to find some teacher humor

too.http://www.thekindergartenconnection.com/2015/06/7-funny-signs-you-are-
kindergarten.html

42. Keep a “sub tub” on hand for those days when you just can’t make it into school.

Fill it with lessons and activities that your sub can do with your students if you have an unexpected

absence.

https://www.pinterest.com/pin/2251868540543944/
43. Teach kids exactly how to listen.

Don’t expect that they will come to you knowing what that looks like.

https://www.pinterest.com/weareteachers/pins/

44. Teach word families.

It’s tried and true. Here are a few lesson ideas to get you

started. https://www.pinterest.com/pin/368802656959908302/

https://www.pinterest.com/pin/129478558012717483/

https://www.pinterest.com/pin/287597126182236341/
45. Plan a wedding for Q & U.

The kids love this! It’s such a fun way to introduce the letters, and a little bit of

spelling.http://kindercraze.com/2014/03/celebrating-q-and-u-wedding-in/

46. Take sensory breaks and brain breaks.

It’s proven. Brain breaks and movement promote learning for all age groups, but especially

kindergarten.
https://www.pinterest.com/pin/287597126182220911/

47. Find fun hands-on ways to teach number sense.

Number sense is key in kindergarten. You’ll want to cover it again and again.

https://www.pinterest.com/pin/287597126178235583/

https://www.pinterest.com/pin/287597126182214596/
48. Use music for EVERYTHING.

“Music is needed, and is a good way to transition. Find a morning song and an afternoon song (can be

the same tune with different words) to start and close your day. It makes a world of difference.” —Anne

H.

“Check out HeidiSongs DVDs for letters, sounds, sight words.” —Lisa

T.https://www.pinterest.com/pin/2251868540683085/

49. Plan fun annual events for your students.

Whether it’s a Kindergarten Tea or a spring BBQ, kindergartners love traditions.

https://www.pinterest.com/pin/26880929000756305/
50. And last, but certainly not least, give them lots (and lots) of time to play.

“Playtime teaches kids how to get along with others so that they can effectively learn in a classroom.

It’s so important, especially in kindergarten.” —Michelle S.

Children's Work:
Visibility Leads to Value

Displaying children's work lets them know you value it—and them. Documenting the process of student work benefits children,
engages parents, and guides teachers. Included: Comments about making children's work visible from a researcher at Harvard
Project Zero.

"Most adults generally don't see children for what they are—competent and amazing people," said Deb Curtis, an early-childhood
consultant, author, and preschool teacher in Washington state. Curtis and her consulting partner, Margie Carter, say that displaying student
work on classroom bulletin boards—and in other ways—is important for many reasons. Co-authors of Spreading the News and the soon-
to-be released The Art of Awareness: How Observation Can Transform Your Teaching (Redleaf Press), Carter and Curtis maintain that
documenting and displaying the process of a child's intellectual growth benefits children, their parents, and teachers.

Bulletin Boards—And More!

People display student work in many ways. Some teachers videotape their students at work, capturing their comments about what they are
doing. Others take digital photos and scan the student work, then post it on a school Web site. The most common way of displaying student
work, however, is the old-fashioned way—on a classroom bulletin board.

"Bulletin boards have always been part of what teachers do, but they became commercialized early on," Carter told Education World.
Instead of being student-centered, bulletin boards became teacher-centered and included minimal student-created work.

Carter recommends bulletin boards be used to document children's' work, not just display it. Including descriptions of the creative
processes children use adds meaning to what they create, Carter explained. Adult art galleries often include descriptions of artists'
processes and backgrounds that provides more understanding of the final products.

Document the Process

In the preschool where she teaches, Curtis uses a digital camera to take pictures of her three- to five-year-old students every day. Pictures,
however, are just one part of chronicling the process. Curtis asks children to explain their thoughts about what they are doing, and she
adds her comments to the pictures.

"I watch and notice what they do and then tell them what I see," Curtis told Education World. "I'll say 'Look how you lined up the blocks.'
They don't usually have to think about the process of what they are doing. My observations offer the children a chance to reflect on what
they are doing. That's how they really learn. By the end of the year, they start to pay attention to the reflective process of their work and
focus on what they do," she said. "It is amazing!"

Benefit Children
"Children can see for themselves what teachers are doing: [Teachers] are saying [children's] work is worthy of public attention," Carter
said. "They see that their work is being taken seriously." Displaying their work tells them that their work is important and that grown-ups
value their work, she sa

Last year, Curtis's students focused on making a series of simple and complex ramps with classroom materials. She took photographs of
the objects they made and then placed the photographs in plastic stand-up frames. The children used the pictures as a starting point—a
guide—for building more sophisticated ramps.

"I put these pictures up in the activity area where [the children] were working," Curtis explained. "They would refer to the pictures as 'their
directions.' It gives them a more complex plan to begin with. The children become so competent and creative."

Children enjoy looking at documentation about their previous experiences in the classroom. They also enjoy looking at the individual
portfolios Curtis makes for each student. She updates the student portfolios regularly. Curtis said the students enjoy looking at their own
portfolios and those of their classmates.

Engage Parents
"Making [children's] work visible also engages and informs their parents," Curtis said. "It is about sharing stories about their children."
Curtis explains that documenting children's work is a lot
more than showing parents how cute their children are. "Documentation tells the story after it unfolds," she said.

"One of my moms from last year recently told me that the most amazing thing she learned from my class was how important all her
children's moments are," Curtis continued. "She said it totally changed her view of her children. Now she notices what they do as being
profound."

Documenting children's work also clarifies the significance of play in a child's development, Carter added. "It helps [parents] understand the
connection between play and the learning process. I think play is the foundation for children to become competent learners cognitively,
socially, and emotionally.

"Parents expect learning to happen only when children are sitting at desks," Carter explained. "Documenting [children's] work helps
[parents] understand the value of play. Children's play is an incredible window into a child's world."
Guide Teachers
Ben Mardell, a research specialist at Harvard Project Zero, and several colleagues recently completed the first part of a multi-year
study, Making Learning Visible. They are investigating the nature of learning in groups and how to make learning visible. The researchers
are collaborating with the municipality of Reggio Emilia, Italy, known worldwide for its emphasis on early childhood and toddler centers.
The research team anticipates publishing a book about making group and individual work visible this November.

"In Reggio, we found documentation to be a very powerful tool and an excellent professional development tool as well as a way to chart
and understand the next move a teacher should make," Mardell told Education World. He explained that documentation helps teachers
look at children's questions and their growth and helps direct what paths teachers should follow with children. "There is recognition that kids
learn in a social way, not only from parents and teachers but also from classmates," Mardell noted.

Among the major findings of Harvard Project Zero's collaboration with Reggio is that teachers learn a lot from documenting their students'
work. "There is a false teacher-learner dichotomy in this country," Mardell said. "The best situation is when the teacher is both and the kids
have the opportunity to instruct teachers through play.

"Our understanding about assessment shifted somewhat," Mardell pointed out. When Reggio teachers were asked how they assess
student achievement, they said that their documentation was their assessment.

Diane Weaver Dunne

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