The Reggio Emilia approach believes the learning environment plays a critical role, and that intentionality (thoughtful planning and action) on behalf of teachers in the design of spaces and the selection and arrangement of materials significantly influences children’s level of engagement and learning (Edwards, 2002).
With our wide open classroom the teachers realized we were missing a cozy place, somewhere for quiet learning and play. Some students naturally prefer to play alone, while others simply need a quiet zone to rest. So, we converted an unused closet into our break area, complete with cushions.
Currently this is a place where children choose to go during activity time. There are toys and books there that are not available elsewhere in the classroom.
We also offer the break area as a place to calm down when a child is having a struggle or is over stimulated.
Later in the year a teacher may say, "Would you like to take a break?" or "Go to the break area and I will come and talk to you soon."
The break area will be a place to reset and restore focus before returning to the main activity, not a punishment. The child has space to regroup while still seeing and hearing what the class is doing. When used in this way, children often return to the activity without further teacher intervention. At other times, if another child is involved, a teacher will facilitate a conversation.
Where do you go to reset and calm down when you are frustrated or over stimulated?
