Parallel Environments

Going to where the tide meets your feet is an encounter which awakes the creativity inside. It's so quiet first thing in the morning, like when you set up your learning space before the children arrive to start their day. Before you a vast environment of provocations and learning which changes through engagement and encounters, just like the tide coming and going.

Resources are plentiful upon the shore, captured in rock pools, stuck within a crevice, hidden treasures for those who seek beneath the seaweed. It simply depends on what captures your eye when your feet are ground on the sand. I have my favourite spot to gather sea glass whilst collecting my thoughts in preparation for the day ahead.

Have you observed in your learning space how some children arrived not prepared for their day. They arrived half dress to maintain that feeling of snuggly, have sleepy eyes or just not ready to play. They need a soothing and peaceful space to gather within and slowly on their own terms.

The contours of formations are evident in rocks, sea sponges, shells and driftwood. Objects become transparent or translucent as light moves in time to expose unique colours and tones. Textures and patterns evident for those drawn to finer detailing or lines which hold a storyline.

There's a connection between this environment and my learning space. Building blocks represents the rocks and driftwood stacked or scattered. Light tables invite children to enhance their visual learning and sensory exploration using shells and sponges. Provision of paints or drawing materials opens the lens to patterns, lines or traces of adventures and weathering in objects gathered or photographed.

I describe the environment found on Country and the environment create in learning setting as 'Corresponding Spaces'. Two environments interconnecting the traces of visual representation, contrast between resources and materials and similarities between educator, ritual and learning practices.

Learning spaces should have experiences which encourages children to be independent to play, whilst one or two should be dependent on an educator’s engagement. Children will explore spaces which connects with their feelings, emotions, abilities, interest and social engagement. Whilst an intentional space allows long term collaboration for proposals and project work.

Now and then I come across an object on the beach which sparks excitement and desire to share with the children. This time a plastic net bag which I initially thought was a fish swimming with the tide. Instantly I considered the endless possibilities which could be woven into the program by asking the children what they see and think.

Take time to be present in the tide, observe the highs and lows, reflect upon experiences children gravitate towards, consider shifts in wellbeing and look beyond the shoreline.