Environmental Plan for the Light-box Discovery Area

The following values are what have guided my design for the Light-box Discovery
learning area:

Relationships
Belonging
Equity
Play
Children are viewed as competent and capable learners

In the last few weeks that I have spent at Little Lambs, the children have shown a
growing interest in building and creating with natural resources as well as exploring
some early numeracy concepts including measurement. In collaboration with Marysia
and her programming, I thought about altering and improving the discovery space to
meet the interests of the children whilst fostering the values of play and interactions
between peers and educators. Previously this space has provided the children with
numerous resources with no direction and has often resulted in everything being
tipped out in a pile.
With the improvements, the children will gain a sense of belonging as they are invited
to participate in the decision-making process of what natural materials we will include
in the play space (Early Childhood Australia, 2011). Relationships and play will be
supported in the inclusive discovery area by providing optimal opportunities for
children to explore, create with open ended materials extending from their interests.
Throughout their play, children will be able to resource natural materials from our
outside yard and add these to the discovery area as they please. This will encourage
them to take initiative in their learning and in turn become competent and capable
learners.
Curtis and Carter (2014) express that natural materials provide opportunities for
children to explore early numeracy concepts including sorting, classifying and
designing. Providing children with opportunities to study natural material and their
textures, sizes and shapes will be the focus for the new discovery space. These tactile
resources will appeal to a variety of learners and provide intimate and personal
sensations that will enhance the retention of learning (Exley et al., 2015). Exley et al.
(2005) elaborate that in order for children to have meaningful engagement with
materials, it is important that a classroom has multiple learning areas so that the
environment feels less crowded. This has been taken into consideration with this
environmental space and the light boxes have been separated across two tables to
cater for visual separation and promote active involvement in the resources.
What the space looks like:

2 tables each with a Light Box in the middle.

The tables are intentionally placed in the
darkest corner of the room to ensure that the
light boxes are effective.
2 see-through shelves with a selection of
natural materials displayed on them for the
children to choose from.
The children will add natural resources that
they collect on nature walks over time so they

What the space sounds

like:
The children will talk
about the various
different features of
the natural resources
including their
textures, size and
shape.
The children will begin
to develop language to

are involved in the design process.

Drawing tools and paper will be displayed on
tables so that the children can explore drawing
still life pictures.
Mirrors will be added after a week so that
children can explore the reflection of objects.
Do they still look the same? Do they look
different from another angle?
Questions that could be posed How could you
sort these items differently? How are the rocks
similar? How are they different? Explain why
you did?

describe similarities
and differences as well
as numerical language
for sorting and
classifying.
The space implies that
it is designed for
inviting approximately
4 to 6 children.
The children will
discuss where the
resources come from
and what they could
add to enhance the
discovery space.

Inspiration for the space

The following ideas have been researched from other Kindergartens and have
provided inspiration for the Light-box Discovery Area.

(Sowders, 2014).
Everyday Story (2012).

The Inspired Child Stewart (2014).

An

(2014).

References
An Everyday Story. (2012). Autumn Leaves: A New Project. Retrieved from An Everyday Story:
http://www.aneverydaystory.com/2012/05/08/reggio-emilia-project-autumn/
Curtis, D., & Carter, M. (2014). Designs for living and learning: Transforming early childhood environments. Redleaf
Press.

Early Childhood Australia. (2011). Developing a space for belonging. Every Child Volume 17,
4.
Exley, B., Kervin, L., & Mantei, J. (2015). Exploring with grammar in the primary years: Learning about language in the
Australian Curriculum: English. Australian Literacy Educators' Association.

Sowders, T. (2014). What is a Light Box? Retrieved from Pegasus Lighting:

http://blog.pegasuslighting.com/2014/02/light-box/
Stewart, D. (2014). Fall leaves at the light table. Retrieved from Teach Preschool:
http://www.teachpreschool.org/2014/10/fall-leaves-at-the-light-table/
The Inspired Child. (2014). The Inspired Child. Retrieved from Facebook:
https://www.facebook.com/inspiredchildteaching/photos/a.526390617459757.1073741
828.493737114058441/526390550793097/