Ambientes de aprendizaje Educación Infantil

Summary

The video introduces the learning environments used with three-year-old children at the school. Staff explain how the spaces work and describe changes made during the pandemic, including dividing classrooms into smaller “micro-environments” and adding or adapting an outdoor area.

Main Ideas and Approach

• The environment is part of the learning experience. Each space is arranged to invite children to explore, play, communicate, and learn through hands-on activities.
• Activities are planned around children’s development. Materials and play opportunities support skills children use in everyday life.
• Materials and activities change over time. Teachers rotate resources to renew children’s interest and offer different ways to investigate.
• Play supports a range of abilities, including creativity, early literacy and writing, mathematical thinking, sensory exploration, coordination, attention, memory, and social interaction.
• Nature and care are part of learning. Children encounter plants, snails, natural materials, and sand, and have opportunities to observe and care for living things.
• Outdoor spaces complement the classrooms, offering room for movement, construction, sensory play, and contact with nature.
• The pandemic changed how children used the spaces. Initially, children needed time to adjust to their assigned environments and understand that they could not move freely between them.
• The school uses a rotation plan. Children move with their age group to another environment for a month, then return to their usual one. The transcript indicates this applies to the three-, four-, and five-year-old groups.

Environments and Activities

• Red environment: Features light-based and sensory materials, creative activities, a rotating library, manipulative resources, and a quiet area where children can pause. Art activities include open-ended drawing and painting.
• Movement and psychomotor areas: Offer space for circuits, hoops, wheels, trains, and other materials that encourage gross-motor development and manipulation.
• Movement, writing, and nature areas: Combine active play with quieter activities, such as books, word-making, pre-writing exercises, and fine-motor tasks. Children use tweezers, threading or fastening materials, and puzzles to practise control and coordination.
• Emotional and sensory resources: Sensory and aromatic jars, along with other calming materials, help children settle when they feel uneasy or restless.
• Nature and sensory exploration: Children observe plants and snails and handle natural materials such as rosemary and chestnuts. These activities encourage observation, sensory discovery, and responsibility for living things.
• Mini-worlds and symbolic play: Children use varied materials to create landscapes and imaginative scenes, including winter-themed settings.
• Yellow environment: Includes books, mathematical materials for exploring concepts such as position, puzzles, and activities involving sequences of everyday events. A home-life play area lets children imitate familiar routines and practise social interaction.
• Construction area: Children build with wooden and reused materials, adding small figures or animals and creating structures on different surfaces.
• Outdoor area: Includes sand and natural materials, wheels for movement, stories, cultivation activities, and birdhouses. It offers opportunities to explore, build, move, and care for nature.

The video closes by reaffirming the staff’s intention to preserve the character of the learning environments despite pandemic restrictions. It ends with a brief lyrical passage about care, tenderness, and respecting children’s vulnerability.

Speakers and Sources

• A children’s coordinator introduces the presentation and explains the arrangements and rotation plan.
• A teacher presents the red environment.
• Another teacher from the three-year-old team presents movement, writing, and nature-related spaces.
• Sofia, the teacher of the yellow environment, presents that space.
• An unidentified voice or recording recites the closing lyrical passage.