CI 477/577 Learning Designs: ECE Environments
GSE Mission: Preparing professionals to meet our diverse community's lifelong educational needs.
Professor: Dr. Will Parnell
Office: Education 573 (SBA side)
Phone: 503-725-3091
E-mail: parnellw@pdx.edu or millanj@pdx.edu
Website: web.pdx.edu/~parnellw and http://www.pdx.edu/ci/ci_ece.html
If you are a student with a documented disability and registered with the Disability Resource Center, please contact me
immediately to arrange for academic accommodations. The DRC’s phone number is: 503-725-4240.
Course Description and Objectives:
This course will offer a broad perspective and exploration of early childhood learning environments, emphasizing the
relationships between the children‘s learning, adult engagement, and the environment. Students will expand their current
views and ideas about children‘s education by investigating and discussing the images of children in relation to our
indoor/outdoor spaces; encountering when and how the environment acts as a teacher; building a curriculum in harmony with
the surroundings; creating a sense of belonging; and discovering how to pay close attention to details in the environment in
order to transform the way we live, think, interact, and learn together.
The goal of this course is for students to develop an awareness of quality design and program layout and its effects on
learning. Students will have many opportunities to develop their teaching style and philosophy about classroom setup and
school design through projects, readings, presentations, observations, videos and group discussions. Students will be
challenged to examine their own assumptions and commonly held ideas about the pedagogy of teaching and learning in
relation to design.
PSU Graduate School of Education Guiding Principles
1. We create and sustain educational environments that serve all students and address diverse needs.
2. We encourage and model exemplary programs and practices across the life span.
3. We build our programs on the human and cultural richness of the University’s urban setting.
4. We develop collaborative efforts that support our mission
5. We challenge assumptions about our practice and accept the risks inherent in following our convictions.
6. We develop programs to promote social justice, especially for groups that have been historically
disenfranchised.
7. We strive to understand the relationships among culture, curriculum, practice and the long-term
implications for ecological sustainability.
8. We model thoughtful inquiry as a basis for sound decision-making.
Course Objectives-GSE Conceptual Framework- NAEYC Standards- Assessment
NAEYC Standards are found at: http://www.naeyc.org/faculty/pdf/2002.pdf starting at page 10.
Objective
I. develop an awareness of
quality design and program
layout and its effects on
learning
2. develop their teaching style
and philosophy about
classroom setup and school
design
3. examine their own
assumptions and commonly
held ideas about the pedagogy
of teaching and learning in
relation to design
GSE Conceptual Framework
2.2; 4.1
See framework at end of
syllabus
NAEYC Standard
ACS-3: Observing,
documenting and assessing
Assessment
Assignments:
 journal writing
3.1-3.3
See framework at end of
syllabus
ACS-4 (a-d): Teaching and
learning; connecting with
children and families; using
developmental approaches;
understand content
knowledge
Assignments:
 Project 1: Change in environ
presentation & paper
 Journal writing
Reading: req. books
1.2; 2.1
See framework at end of
syllabus
2-3: Communication skills
2-4: Mastery of relevant
theory and research.
Assignments:
 Obs of environment-metaphor paper
Reading: Req. books
 Project 2
 Final paper
Reading: req. books
Course Outline:
Week 1
September 27
Week 2
Week 3
Week 4
Week 5
Week 6
Jen Leads
Week 7
Week 8
Week 9
Jen leads
Week 10
Finals
Introduction to class & Slide show
Class topic: Our Metaphors and provocation
Oct 4
Video: We All Belong
Begin classroom observations
Reading Due: Metaproject part 1, Designs 1
Writing Due: Journal write in class
Oct 11
Reading Due: Designs 2-4
Writing Due: Observation of Environment --Metaphor Paper
Oct 18 Guest Lecture Architect Catherine Navarro-Sylva
Reading Due: Metaproject part 2, Designs 5
Writing Due: Journal Write in class
Organize your closet, organize your life bring in before and after photos
Oct 25
Reading Due: Designs 6
Project 1a. Mock Design Due: See assignment for details
Writing Due: Journal Write in class
Nov 1
Reading Due: Metaproject part 3 all read Rinaldi’s article.
Writing due: Journal Write in class
Nov 8
Project 1b Due: –Change in the Environment presentation
Packet Due: Change in Environment annotated resource list for class and professor(s)
Nov 15
Reading Due: Designs 7
Writing Due: Graduates only—Change in Environment paper to professor
Nov 22
Reading Due: Metaproject part 3 (pick 2nd essay from this section), Designs 8
Writing Due: Journal Write> Reflections on an article in Metaproject part 3
Small group reading assignment presentations. Develop 2 essential questions for us to discuss your 2 nd essay
from Metaproject. Come to class prepared to speak about this essay.
Nov 29
Project 2 Due: -Design Project
Packet Due: Provide packet materials for class and instructors on project focus
Dec 6 finals week
Writing Due: Final paper turned in to blackboard by 4pm
Course Requirements:
There are four Major Assignments: Specific guidelines for each will be given in class.
1. Observation of Environment Metaphor paper:
Choose a learning metaphor and create a 2-3-page reflection on your detailed and direct observations of an environment
(early childhood or otherwise) and its relation to your learning metaphor. Bring to class for in-class sharing (but hand in via
blackboard). Questions to address include: How does the environment speak to you--what is it “telling” you to do/to focus
on? How does your metaphor (not stale metaphor) relate to your environment observations? The assignment should make
you struggle to explain your point of view (however, clarity is needed) and should be unique. If visuals would help in your
process of composition, you may add them as APA style figures into your paper. If a good quote is needed, cite as
appropriate. Use APA style for writing conventions of this paper.
2. Project # 1A. Mock Design of Environment Changes shown as a gallery style around the room: Bring to class drawings AND a
three dimensional representation of what you plan to change in the space (see assignment 4). We want you to think like an
architect on this mock design assignment. We want to see scaled drawings of the space (they do not need to be aesthetic and
“perfect” by any means. I’m good at drawing stick figures myself (Will), but we expect colors for coding objects, or glued
photos to represent what you’re designing. We also want a three dimensional representation made from tag and cardboard
and other used/found materials-like a design model. Make it come to life for us. We want to see, touch, smell, and hear your
changes in two formats- 1. drawing 2. 3-dimensional design model.
B. Change in the Environment presentation:
Choose an aspect of the early childhood learning environment (dramatic play space, constructive play, tactile area, reading
corner, entry area, etc.) and transform this space in a classroom, a home, or elsewhere as appropriate for children’s learning.
1. Document your experiences of the before and after effects with pictures, drawings, models, etc.
2. Select a child development or other theoretical perspective (from Piaget, Vygotsky, Bronfenbrenner, Bruner, Dewey,
Froebel, Montessori, Malaguzzi, etc.) and describe how your change in the environment can affect/has affected children’s
learning. Conduct library research to understand and explain your theory in relation to your change. Read 4-6 journal articles
about your theorist and theory.
3. Annotated resource list (websites, book lists, articles, etc.) relating to your findings to hand out to all students and
Professor/TA in class at the time of your presentation. 10 resources minimum with 3-5 sentence annotation of the
value/importance of each resource to your design.
For this assignment you will:
A. Present an explanation and walk through of your design, the changes, the theories, and your findings to the class. (1015 minute presentation).
B. Annotated resource list
C. Grad Students write a 3-4 page paper of your findings to be handed in on the class session after you present. The paper
should briefly describe and show the before and after effects, the theorist/theory and how they relate to the change, and
your findings/conclusions/implications of the change.
3. Project # 2-Design Project:
Every student will participate in an experience leading the group, selected from a variety of options about the learning
environment. Your topic should be unique and can further develop any lecture or discussion we‘ve had in class. Each option
will give students the experience of leading the class in a discussion and activity. This assignment requires cooperative work
with a small group of other students, minimum of two. This project requires both presenting the whole class with an activity
and leading a small group discussion (not necessarily in that order). This group project should be focused on one of the class
topics or readings, i.e.: the use of color, light, sound, natural materials, indoor vs. outdoor, placement and choice of materials,
documentation as an environmental tool, extending your “change in the environment” assignment, and so forth. Be inventive!
Use your imagination…and make it innovative and engaging! Also provide a packet of annotated resources (websites, book
lists, articles, etc.) relating to your group topic to hand out to all students in class at the time of your presentation (one for
instructors as well). A list of 5 from each project member.
4. Final Paper or Project: (if paper, undergraduates 3-5 pgs; graduate students 5-8 pgs).
The final reflective essay or creative design demonstrates your learning and creativity over the quarter. The paper or design
must demonstrate/address the following questions: How has your thinking about learning designs and the “environment as
the third teacher” shifted and matured over the quarter? What have you come to believe the role of learning designs is in
children‘s education? And, how will you use the information you‘ve learned in your future work?
*Journal Writing: Informal written responses/reflections to reading assignments. As noted in the course outline, informal
responses in your journal are required for selected assigned readings. A one-page, informal response including your thoughts
and reactions to the reading and syllabus question is due during the week it is noted on our grid. Journals are not handed in
but they are used for class discussions. Please bring journal write-ups to class for in-class work and have journals handy for
in-class prompts.
Required Reading:
(All Books are available at the PSU Bookstore and at most other bookstores)
o Children, Spaces, Relations: Metaproject for an Environment for Young Children by Reggio Children and Domus Academy
Research Center, Giulio Ceppi, Michele Zini, (editors)
o Designs for Living and Learning: Transforming Early Childhood Environments by Deb Curtis and Margie Carter.
o Optional book: Early Learning Environments that Work by Isbell and Exelby
Grading Requirements:
Metaphor paper
15%
Project # 1-Mockup and Change in the Environment presentations & grad paper 20% for presentation
Undergrads do not write the paper.
(10% for grad paper)
Project # 2-Group Project
15%
A final reflective essay or creative design on your experience in this class
25%
Journal Writing: Informal Reading Response papers
5%
Participation
10%
Undergrads are based on a 90% total grade; grads are based on 100% total grade.
Assessment for class:
Grading for Papers:
An A student:
 Good attendance, checking with instructor about absences
 Turns work in on time and more than meets paper rubric for an
A
 Shows professional awareness and sensitivity to class goals
 Collaborates well with others
An A paper will do the following:
 Paper is double-spaced pages with references in APA
style an appropriate in length
 Professional presentation is well edited, correctly
punctuated, and uses correct grammar.
 Clarity of thought is shown through carefully chosen
arguments that are supported by class discussions,
readings, and experiences. Use of quotes is well thought
out.
A B student:
 Turns work in on time and meets paper rubric for an A or B
 Shows awareness and sensitivity to class goals
 May have a harder time in collaboration
It is expected in a graduate level class that students will make every
effort to attend class. Class discussion is a large part of how we
construct new knowledge. Extra projects may be assigned to makeup, in part, for missed classes. More than one missed class and your
grade may go down.
Paper Style: APA writing conventions, I.E.:



A B paper will do the following:
 Professional presentation has few typos, incorrect use of
words
 Clarity of thought is supported by brief references to class
readings, discussions, and personal experiences. One or
two quotes are used.
A C paper will do the following:
 Professional presentation has several typos, incorrect
use/choice of words
 Clarity of thought is supported by mainly one area of
reference with one/no quote
 Paper does not meet specified format
12 pt. font; Book or print style font
Double-spaced, printed on one side
References APA Style (Example: Winters, D. L., Saylor, C. H.
& Phillips, C. Y. (2003). Full-day kindergarten: A story of
successful adoption and initial implementation. Young Children,
Grading for presentations are done on rubrics and/or peer
58, 54-58.) Notice that the first letter of each phrase of titles are
review sheets, generally co-created with students before
capitalized, but not the rest of the phrase.
presentations are due. Presentations must be professionally
done including: use of technology (PowerPoint or other
presentation tool), aesthetic qualities described in the visual
experience, time commitments kept, & preparation evidenced
by well-organized, flowing, and management of time.
Participation is mandatory and missing class may affect your final grade.
Please hand in assignments when they are due as late assignments will cause grade penalties.
Your papers/work will only be held for one term past the end of this term.
The Graduate School of Education’s Conceptual Framework: