Innovative learning environments have much to contribute to the development of learner competencies. Research supports the explicit relationship between learning environments, innovative teaching practices and educational outcomes. Three key components of an innovative early learning space designed to promote and make visible the competencies of children are Materials, Creative Technologies and Pedagogical Documentation.

In terms of innovation and personalized learning, a Reggio-inspired approach, based on social constructivist learning and learner-centered principles, has much to offer as supportive pedagogy. With a strong focus on learning through relationships, this approach facilitates children actively constructing their knowledge through their own investigations, explorations, interests and inquiries. This approach uses the power of documentation to make students' learning and thinking visible, enabling educators and others to examine the processes of learning and competencies demonstrated. Documentation is used both as a tool for communication and as assessment for and as learning. As this approach considers the environment as the 'Third Teacher', materials, creative technologies, and flexible physical space configurations converge to create provocative, inquiry-driven, open-ended learning spaces for young children.

http://www.learningmaterialswork.com/pdfs/ValuesAndPrinciples.pdf

"In any environment, both the degree of inventiveness and creativity, and the possibility of discovery, are directly proportional to the number and kind of variables in it."

Simon Nicholson, 1971

" The materials we choose to bring into our classrooms reveal the choices we have made about knowledge and what we think is important to know. How children are invited to use the materials indicates the role they shall have in their learning. Materials are the text of early childhood classrooms. Unlike books filled with facts and printed with words, materials are more like outlines. They offer openings and pathways by and through which children may enter the world of knowledge. Materials become the tools with which children give form to and express their understanding of the world and the meanings they have constructed."

(Experimenting with the World: John Dewey and The Early Childhood Classroom, Harriet K. Cuffaro, Teachers College press, 1995, p. 33)

This book contains a wonderful list of materials that can be added to the environment and several good questions educators can ask themselves about collections of materials.

Empowering Pedagogy for Early Childhood Education

Beverlie Dietze, Diane Kashin 2015

http://janicenovkam.typepad.com/reggioinspired_mathematic/

Critical and Creative Thinking with Natural Materials

Making Toys from Reclaimed Materials

http://cainesarcade.com/

What is a Tinkering Space?

A dedicated space created in the classroom for children to 'tinker'; that is to explore, create, investigate with materials (recycled materials, found objects, loose parts). This idea blends the theories of constructivism and constructionism to allow children to 'think with their hands' and use materials to express ideas, new understandings or investigate questions. The aim is to provide materials and space for children to slow down and be deeply engaged in collaborative, curiosity-driven explorations. The space can be a curriculum in itself, offering invitations in art, science and technology to take risks, problem-solve and discover."

http://tinkering.exploratorium.edu/

http://tinkerlab.com/

http://hawkinscenters.org

https://www.ted.com/talks/gever_tulley_s_tinkering_school_in_action?language=en

• Austin Children’s Museum’s Tinkerers’ Workshop: www.austinkids.org/Exhibits/Permanent-Exhibits/Tinkerer-s-Workshop.aspx

• NYSCI’s Maker Space: www.nysci.org/learn/news/article/210056

• Exploratorium’s Tinkering Studio: tinkering.exploratorium.edu

• Pittsburgh Children’s Museum’s Makeshop: pittsburghkids.org/exhibits/makeshop

From' The Tinkering Studio' at the Exploratorium

https://www.sciencepioneers.org/parents/why-stem-is-important-to-everyone

Given the opportunities and resources, children naturally tinker, engineer, invent, design, and create. Just as children construct knowledge with physical materials, direct experience with digital and technological tools and materials can further their abilities in problem-solving, inquiry investigations, and project-based learning. As children unfold their learning, technology can be a significant aid to their problem solving, especially in the case of the youngest students.

http://education.lego.com/en-us/preschool-and-school/lower-primary

http://www.reggiochildren.it/2015/04/8359/lego-foundation-awards-carla-rinaldi-president-of-reggio-children-2015-lego-prize/?lang=en

http://www.learnquebec.ca/export/sites/learn/en/content/curriculum_elem/kinder/documents/LES-Robotics.pdf

http://littlebits.cc/education/resources

http://fablearn.stanford.edu/fellows/blog/making-and-reggio-emilia-approach-making-connection

http://constructingmodernknowledge.com/cmk08/?p=1729i

Pedagogical documentation is used increasingly in early childhood classrooms for assessment of and for learning. In considering how assessment can be aligned with changes in curriculum, documentation, through the interpretation of images and words, makes children’s learning and thinking visible. The presentation of documentation in a shared learning space can promote the value of collaborative inquiry. Teachers can collectively reflect on and analyze evidence of learning that deepens the understanding and co-constructed knowledge in developing professional practice.

http://www.pz.harvard.edu/projects/learning-to-think-thinking-to-learn

http://www.pz.harvard.edu/projects/making-learning-visible

http://www.pz.harvard.edu/projects/cultures-of-thinking