Inside and Outside

Our workshop, Designing Uncommon Spaces, shares the thinking behind the process of classroom space design. Good space design supports relationships among children, educators, and the community.

Creating the workshop inspired me to think about the different program environments I have worked in during my career. One domain revealed itself as the most appealing to children and educators. In a shared, open environment, we had great success in meeting the activity and educational needs of the children.

What is a shared open environment?

A shared open environment is a classroom space that offers children access to the inside and outside work/play spaces during the entire school day and where children and materials can move between both environments at will.

"Education must come to be recognized as the product of a set of complex interactions. Many of which can be realized only when the environment is a fully participating element in education." Loris Malaguzzi.

Offering children free access to the inside and outside environment creates new opportunities, motivates experimentation, and supports extended learning.

In 2017, I visited the Municipal Schools of Reggio Emilia, Italy. One inspiring aspect of each school was its use of the outside and inside environment. Provocations and materials offered to the children had a common element. They flowed from the inside to the outside spaces of the classroom.

In Reggio Emilia, the attention to detail in the outdoor environment mirrored that of the indoor classroom. The beauty of nature filled the inside spaces. The beauty from the classroom filled the patios and outdoor environments. The materials children explored in both areas were of great depth and quality. During our visit, we talked to many educators. They shared the importance of having educational significance in both environments.

What are some critical elements of a shared open environment?

What elements make a shared open environment inviting for children and educators?

Plenty of Windows – Windows that look upon the outdoor environment invite children to move outdoors. Often, children will take materials from the inside space outside. Children like to combine indoor elements with natural elements they discover outdoors.

Natural Light – Environments with many windows fill the classroom with natural light that makes the inside environment feel like being outside. Natural light is inviting to young children. Light is one of the first natural elements children explore through shadow. Many children at work inside want to explore outside because of an attraction to natural light.

Movement – With free access to the inside and outside environment, children engage in more activity during the day. The freedom to move between different environments makes play fun and enjoyable. The freedom to move invites children to follow their interests. Moving between environments supports a wide variety of experiences and social connections.

Experience Variety – Accessing the inside and outside environment creates a pathway for children to explore their interests in different settings. For example, a child who likes to paint could one minute be splattering a project on the easel inside and later decide to take their work to an outdoor easel and explore splattering paint in the wind.

The Outside World Inside – Outside materials like wood, leaves, bugs, dirt, sand, and sticks enhance the inside environment. Natural materials work well in a studio space, water table, or under a microscope for further exploration. Children enjoy having the freedom to bring materials back and forth between environments. Programs without consistent access to the outside environment bring natural elements inside. Getting outdoor materials inside supports a connection between both environments in your classroom.

Create Rooms – Creating rooms is essential in making an outside space more enjoyable and adaptable as the seasons change. Use natural and recycled materials to create provocations within the outdoor space. Rooms invite children to use and adapt materials into areas where they like to play and work.

I was fortunate to work in a program where children had access to both the inside and outside environment. A combination of indoor and outdoor elements in our classroom created possibilities for exploration, learning, and growth in our learning community.

All the program spaces I have worked in as an educator are different. Some classrooms had direct access to the outdoors, but most did not. As educators, we had to adapt to create a connection to the outdoor environment. It is a necessary aspect of our work because of its value to the children and families in our community.

What adaptations have you made in your program to create a connection between the indoor/outdoor classrooms?