Topic Two: Developing Interest Areas and Providing Materials

Planning beautiful caring and learning spaces for children begins with the functional aspects identified in topic one and moves to the design of our space and the creation of interest areas where children can experience a variety of materials and different types of play. Carter and Curtis give credit to the early researchers and philosophers such as Froebel, Steiner, Montessori and Pratt (p. 57) for identifying the types of activities and materials that children respond to and need. Often these materials are open-ended and can be approached in different ways each time a child or children approach them.

We include the following interest areas:

Blocks

Blocks provide children with opportunities to represent their ideas in a 3 dimensional way. All aspects of development are supported as children engage in block play. As children use trial and error to test out their ideas, they must problem solve, plan, experiment and readjust in order to accommodate what they are learning about the blocks and the building process. Children engage in many types of play in this area, either alone or with others as they construct and use their structures to support imaginative and dramatic play. Many physical science and math concepts are explored as children use blocks to “sort, group, compare, arrange, and make decisions” (Dietze and Kashin, p. 170). We will go into more detail in block play in Module 8.

Materials to include in the block area are: unit blocks of various shapes made of hard wood whose lengths are based on a single unit with others based on two, three and four times the unit (Dietze, p. 178); floor blocks which are large and wooden with a variety of sizes, hollow blocks, cardboard bricks, foam blocks, duplo blocks, and table blocks. Recently, natural log blocks have been popular additions to block play.

We also put a variety of props into the block centre, including cardboard cylinders, traffic signs, pictures of buildings, bridges, and towers, human and animal figures, cars, trucks, trains, gates, steering wheels, Plexiglas, etc., (Dietze, p.179).

Book/Reading area

We usually situate this centre in a quiet corner or place in the room where children can engage in quiet play. There should be a comfortable space for children and adults to relax and read books and for children to retell stories using a variety of materials such as props, puppets, felt board stories and story baskets.

Bookshelves should allow children to access books independently and should display books so children can see them. There should be a variety of books that match with children’s interests, curiosities and the topics of their investigations. There should also be a variety of types of books including picture books, poetry, informational books, biographies, magazines, etc.

Writing Centre

In the writing centre we include a variety of pencils, thin felt pens, pens and crayons. We also include the tools of writing such as rulers, hole punches, tape, erasers, a variety of paper that children can put together to make their own books or loose to write notes, messages, lists or letters and envelopes to put these in. (Dietze, p. 228)

Children often access the writing centre to make signs, tickets or props for their dramatic play.

Dramatic Play

The drama centre provides props and dress ups to support a variety of types of dramatic and imaginative play. We often vary the focus of the drama center based on the interests and play scripts of the children. It can become a space ship, a home, a hospital, a flower shop, a pet hospital, etc. We include a variety of props such as dress ups, dolls, puppets, pretend food, dishes, picnic basket, cash register, crib, high chair, and various props to go with the focus of the children’s play.

Large motor centre

We need to utilize a larger area for active play, set away from the reading centre and quieter play areas. We can include climbers, mats, riding toys, a tunnel, a slide, balance beam, etc.

Manipulative centre

This can also be called table toys and is an area where children engage in focused activities that support fine motor and eye/hand coordination as well as imaginative play. Common materials found in this area include Lego or duplo, connector sets, puzzles, barn and farm animals, doll house.
This is also an area where we can set up interesting collections that children would enjoy. See Curtis and Carter, pp. 54-85 to find interesting ideas to include in our presentation of materials. For example, providing puzzle pieces on a mirror which reflects colour and shape and inspires children to explore in diverse ways.

Creative Art Centre

The creative art centre should be full of loose parts and open-ended materials such as paint, finger paint, felt pens, crayons, pastels, scissors, collage materials both 2 and 3 dimensional, a variety of types of paper, small and large cardboard boxes, cardboard tubes, random recycled materials (e.g.: coloured wire, foam, shiny pieces of fabric or metal punch outs, confetti, etc), pieces of wood, ribbon, yarn, sequins, sparkles, playdough, clay, and materials that would extend what children are interested in exploring.

Carter and Curtis discuss the value of using real tools and quality materials in this area to support children’s focus and “attention to detail” (p. 67).

There should be an easel for children who like to stand as they paint and tables for other types of creations. There should be no colouring books, colouring sheets or pre-drawn materials. The emphasis is on creative exploration.

Music Centre

The music centre is a place for children to explore musical concepts through exploration of a variety of instruments, (e.g.: variety of bells, shakers, xylophone or tone bars, drums, tambourine, sand blocks, rhythm sticks, ukulele, guitar, triangle, and cultural instruments like an African Cabassa or Celtic Bodhran), recorded music, ribbon wands, scarves and a digital or tape recorder and microphone to record their own voice. It enhances children’s exploration to include a mirror in this area.

Science/Math Centre

This centre provides a variety of materials for children to explore and experiment with math and science principles and materials. Young children are natural scientists with a natural sense of wonder about the world and the wondrous things within it. We will go into detail about math and science in Module 7 and 8 but will outline the types of materials to provide in this center.

We need to include natural Science materials such as shells, plants (non-toxic), branches, water, dirt, wood, sand, rocks, fruit and vegetables, seeds, bird’s nests, old wasp’s nests, ant farms, etc. Loose materials to explore with include magnifying glasses, weigh scales, magnets, eye droppers, categorizing cups or containers, bottles, popsicle sticks, test tubes, flashlight, large and small tubs, string, sieves, ice cube trays, hammers, nails, wood, electronics, screwdrivers, metal materials, rubber stoppers, measuring cups, squirt bottles, tools, pegboard, pulleys, wood scraps (Dietze, p. 243).

For math, we need to include rulers, weigh scales, measuring tape, graphs, counters, geometric shapes, buttons, any shaped materials that can be categorized in ways determined by the children (eg: by colour, size, shape), containers to classify, sequence, pattern, match and count.

Sand/Water Centre

We usually have a water table and a sand table so that the water and sand are contained for children’s play. We use a variety of materials to support the investigation of the properties of these materials including measuring cups and spoons, cylinders, sifters, water wheels, sponges, plastic tubing, props of sea life animals for water and shovels, buckets, various containers, sifter, props of dinosaurs, insects, reptiles, little people, cars and animals.

Woodworking

Children gain so much from interacting with real tools, hammers, nails, screws and screwdrivers, nuts and bolts, saws, and clamps. Although it takes active supervision and only 1 or 2 children at a time, children will wait patiently for their turn and demonstrate persistence and determination to get the nail hammered in and the piece of wood sawn through. It is very satisfying, builds confidence and fine motor skills as children practice with various tools.

You will be developing an interest/experience centre based on children’s interests in your practicum site and it is important to be aware of the materials of each type of centre and the possibilities for play, exploration and design.

Looking at the Possibilities in Materials

We have consistently described open ended materials as the most supportive of creative and exploratory play. In each area described above, there are diverse types of materials presented with an emphasis on open-ended combined with a variety of other types of materials. For example in the block centre, the blocks provide open ended possibilities that can be shaped by the children and we often combine them with more single purpose materials such as vehicles of all types, little people, animals, etc.

In Carter and Curtis, Chapter 3, Enhance the curriculum with materials, many interesting and provocative ideas are presented in every interest area in the program. It is important as we provision the environment for children, to “know as much as you can about the materials you offer” (Carter and Curtis, p. 55).

Our goal is to use interesting objects and materials that will stimulate curiosity, wonder and creative exploration. Rather than just randomly choosing materials to fill each area, our goal is to take time to observe children’s interests and then creatively present materials that will match and extend children’s ideas and build and deepen the play.

We build from our understanding of the possibilities inherent within materials to using our own creativity to present items in novel ways, combined with interesting materials and intriguing settings. Carter and Curtis provide many interesting examples in chapter 3 and include beautiful pictures which should help you to become inspired to come up with your own ideas.

The themes within chapter 3 include: drawing on the aesthetic qualities of materials, choosing materials that can be transformed, providing real tools and materials, materials to extend children’s interests, layering materials to offer complexity and arranging materials as invitations for focus and intention (Carter and Curtis, pp. 54-85). Use this information as you design your ideal indoor space for children (assignment 1). This information will also be very useful in your interest/experience centre planning.