Research Study

Issues

While being at the center there were many concerns that came up through the children’s pictures taken, the tours they gave us, the conference we had with them, the map-making they did and through the teacher’s interview. When asking what it means it be in this place, we determined through our studies that the main themes that are highlighted in each step are; authority, lack of privacy, and identity. The teachers makes all decisions, which states there is no privacy, and they are scared and unable to express their own identity. We will now discuss these common themes in detail. First issue that came up was lack of privacy in their learning environment. Some problems consisted of the children wanting to hide under benches, under the computer and under the tables. To them it feels safe and a place where they can talk to their friends and be on their own. There is a camera in the room that allows for parents to see their child through the day. The children took several pictures of this and placed it on their polo, this confirms to us that the children feel like they are being watched as they mentioned being behind the computer, no one in the world can see them. 

 

Through the child interview they said “is it home time yet” and “is my teacher gone” which concerned us as the children feel safer at home and not in their learning environment, along with not feeling safe to express themselves if their teacher is around. The teacher’s response for why the children have no privacy was “there is no area for privacy, we need to see where they are at all times”. This confirms to us that the teacher’s don’t trust the children and will not allow them in the room to have a place to be alone or be alone with friends. 

Another problem that arose during these tools was authority of the teacher and the classroom. The teacher feels that their learning environment is a positive space for children as she said “This is the best place they can get”. This confirms to us that the teacher doesn't feel that there are any problems or concerns in their center or any areas that can be improved. The children also took pictures of a locked cupboard that has art materials behind it. This shows that the teachers make the final decisions as to what activities and materials are used during the day, rather than following the child’s interests. It also shows a lack of trust for the children as they feel that the children cannot open cupboards or use materials as they please. 

Another major concern was the bad apple behaviour chart, which determines the child’s behaviour using different coloured apples. These pictures were taken by the children often and were used in their map-making polo’s. This explains to us that the teachers have the final say on how the children behave and what they feel is wrong or bad, the children even said in the interview “I have a yellow apple” and “I was a bad boy today, I am red”. The colour of the apple determines their behaviour, green good, yellow warning, and red is talk to your parents, along with brown soon to be added which means rotten. The children are being labeled and allowing others to view the chart, which is hurting the child’s identity of self. This also is another issue that was seen in the center. 

The children discuss that they are sad and in trouble, which confirms to us that the children don’t feel a sense of happiness or joy in the environment they are in. This can be seen through their drawings in the room of the sad pumpkins and mummies that the children draw. Drawings were also added by the children on their polo’s which had pictures of sad faces. The bad apples behaviour chart also puts an impression on the children’s self-identity as they are labeling themselves based on the teacher’s thoughts. Overall, these issues concern us to think of changes and improvements that can be done in order to help the children benefit in a positive learning environment.

Priorities for change

The main priority of chance is for the children to feel that they belong in their learning environment. In order to accomplish this the children need to feel a sense of safety, trust, privacy, and identity. By doing so the children will be able to fully be engaged in their learning and growth. The teachers in this center have their authority ruling the classroom, but in order to benefit the child they need to step down and let the children have a voice. In order to do so they need to be co-constructors in learning along with following the child’s interests. When the children are able to feel that they belong in their learning environment they will be able to fully thrive and be successful in their learning and development.

Where do the children see as the important places in the learning space?

How do the children use these places?

Unfortunately, the children don’t seem to have important places in their learning environment. Many children feel negative aspects in their spaces and don’t have much spaces for them to explore and learn. The only place they have is behind the computer where they hide to have privacy either alone or with their friend. The children use this space to “escape” as they explained earlier, “no one in the world can see me”.