Tag Archives: Child Development

Imagination and Creation


Humans are constantly creating change.  It is something that makes us human.  Whether decorating and furnishing an empty room, creating political movements, starting a business, or making a piece of art – we have this ability to see something that doesn’t yet exist, and to then bring it into reality.  It’s an amazing ability, really, and something that we strive to do.  But how did we develop this ability?

The answer exists in childhood, and how “the same abilities that let children learn so much about the world also allow them to change the world” (Gopnik, pg. 21)

Counterfactuals

From a very young age we see that humans begin to develop counterfactual thinking.  Counterfactuals are other possible realities in the mind.  For example, what would have happened if… I sleep through my alarm clock and miss an appointment tomorrow?  My mind can create different ideas of challenges, or opportunities that this situation could cause.  Counterfactuals are regrets/possibilities of the past, and ideas about our future. As Allison Gopnik states in her book “The Philisophical Baby”…

We’ve found out that even very young children can already consider possibilities, distinguish them from reality, and even use them to change the world.  They can imagine different ways the world might be in the future and use them to create plans.  They can imagine different ways the world might have been in the past, and reflect on past possibilities.  And, most dramatically, they can create completely imaginary worlds, wild fictions, and striking pretenses. (Gopnik, pg. 20)

Counterfactuals are seen in children as they imagine possibilities and imaginary worlds.

Pretending and Imagination

Before 18months, a baby plays merely by moving, exercising important muscle groups for development.  Play is for development – hence the often heard phrase that play is the work of the child.  After 18 months play begins to look different, the child pretends and use their imagination.  Children are putting together casual knowledge about the world around them.  When they hit their brother, he cries.  When I eat, I grow. With these basic understandings, they can cultivate this knowledge using their imagination (counterfactuals).  Given what the child knows about the world around them, they can use their casual knowledge, paired with counterfactuals and determine what would happen if they were a princess in a far away land with purple hair, or if they were in a jungle surrounded by animals.

Imaginary Friends & Paracosms

Imaginary friends are a mystery to some.  Does the child really think that someone else is there?  Is it a ghost he/she is talking to?  A friend from a past life?  A psychologist named Marjorie Taylor studied the phenomenon of Imaginary friends and found that “many… imaginary companions had a poetic appeal”.  In reviewing Taylor’s studies, Gopnik states:

In Taylor’s studies there were a few relatively small statistical differences between the children who had imaginary companions and those who did not, but often these differences were not what we would expect.  Older and only children were more likely to have imaginary companions than younger siblings, but outgoing children were also more likely to have imaginary companions than shy children.  Children who watched a lot of television were less likely to have imaginary companions, but that was also true of children who read a lot of books – children who were immersed in someone else’s imaninary world seemed less likely to create such a world themselves.

Through research we see that imaginary friends are no signifier of a child’s intelligence, they are not a sign of trauma but are just fun.  As the child has developed understanding in the world around them (counterfactuals and casual knowledge of other people) imaginary companions are an exercise in what they know about people.  “Research shows that children’s imaginary companions are linked to what they learn about other people.” (Gopnik, pg. 65)

As the child continues to understand the people around them, they often create “paracosms”.  A paracosm is a more complicated version of a single imaginary companion, and instead is an imaginary society.  Gopnik gives the example of a child who “created a planet called Rho Ticris inhabited by gigantic hounds called dune dogs, the Blue (blue-skinned humanoids), and the Dire Grim, a sinister race with seven rows of teeth.”

Imagination & the Adult

The development of the imagination is an important one for the adult in almost any circumstance.  So, the next time you have a great idea, create a beautiful painting, rearrange your living room, or petition your ideas for a better world – thank your inner child who developed the ability to ask “what if?” and discovered the possibilities.

(In my next post I’ll be discussing ways to encourage imagination in children’s domestic space)


Imagination and Creation


Humans are constantly creating change.  It is something that makes us human.  Whether decorating and furnishing an empty room, creating political movements, starting a business, or making a piece of art – we have this ability to see something that doesn’t yet exist, and to then bring it into reality.  It’s an amazing ability, really, and something that we strive to do.  But how did we develop this ability?

The answer exists in childhood, and how “the same abilities that let children learn so much about the world also allow them to change the world” (Gopnik, pg. 21)

Counterfactuals

From a very young age we see that humans begin to develop counterfactual thinking.  Counterfactuals are other possible realities in the mind.  For example, what would have happened if… I sleep through my alarm clock and miss an appointment tomorrow?  My mind can create different ideas of challenges, or opportunities that this situation could cause.  Counterfactuals are regrets/possibilities of the past, and ideas about our future. As Allison Gopnik states in her book “The Philisophical Baby”…

We’ve found out that even very young children can already consider possibilities, distinguish them from reality, and even use them to change the world.  They can imagine different ways the world might be in the future and use them to create plans.  They can imagine different ways the world might have been in the past, and reflect on past possibilities.  And, most dramatically, they can create completely imaginary worlds, wild fictions, and striking pretenses. (Gopnik, pg. 20)

Counterfactuals are seen in children as they imagine possibilities and imaginary worlds.

Pretending and Imagination

Before 18months, a baby plays merely by moving, exercising important muscle groups for development.  Play is for development – hence the often heard phrase that play is the work of the child.  After 18 months play begins to look different, the child pretends and use their imagination.  Children are putting together casual knowledge about the world around them.  When they hit their brother, he cries.  When I eat, I grow. With these basic understandings, they can cultivate this knowledge using their imagination (counterfactuals).  Given what the child knows about the world around them, they can use their casual knowledge, paired with counterfactuals and determine what would happen if they were a princess in a far away land with purple hair, or if they were in a jungle surrounded by animals.

Imaginary Friends & Paracosms

Imaginary friends are a mystery to some.  Does the child really think that someone else is there?  Is it a ghost he/she is talking to?  A friend from a past life?  A psychologist named Marjorie Taylor studied the phenomenon of Imaginary friends and found that “many… imaginary companions had a poetic appeal”.  In reviewing Taylor’s studies, Gopnik states:

In Taylor’s studies there were a few relatively small statistical differences between the children who had imaginary companions and those who did not, but often these differences were not what we would expect.  Older and only children were more likely to have imaginary companions than younger siblings, but outgoing children were also more likely to have imaginary companions than shy children.  Children who watched a lot of television were less likely to have imaginary companions, but that was also true of children who read a lot of books – children who were immersed in someone else’s imaninary world seemed less likely to create such a world themselves.

Through research we see that imaginary friends are no signifier of a child’s intelligence, they are not a sign of trauma but are just fun.  As the child has developed understanding in the world around them (counterfactuals and casual knowledge of other people) imaginary companions are an exercise in what they know about people.  “Research shows that children’s imaginary companions are linked to what they learn about other people.” (Gopnik, pg. 65)

As the child continues to understand the people around them, they often create “paracosms”.  A paracosm is a more complicated version of a single imaginary companion, and instead is an imaginary society.  Gopnik gives the example of a child who “created a planet called Rho Ticris inhabited by gigantic hounds called dune dogs, the Blue (blue-skinned humanoids), and the Dire Grim, a sinister race with seven rows of teeth.”

Imagination & the Adult

The development of the imagination is an important one for the adult in almost any circumstance.  So, the next time you have a great idea, create a beautiful painting, rearrange your living room, or petition your ideas for a better world – thank your inner child who developed the ability to ask “what if?” and discovered the possibilities.

(In my next post I’ll be discussing ways to encourage imagination in children’s domestic space)


Imagination and Creation


Humans are constantly creating change.  It is something that makes us human.  Whether decorating and furnishing an empty room, creating political movements, starting a business, or making a piece of art – we have this ability to see something that doesn’t yet exist, and to then bring it into reality.  It’s an amazing ability, really, and something that we strive to do.  But how did we develop this ability?

The answer exists in childhood, and how “the same abilities that let children learn so much about the world also allow them to change the world” (Gopnik, pg. 21)

Counterfactuals

From a very young age we see that humans begin to develop counterfactual thinking.  Counterfactuals are other possible realities in the mind.  For example, what would have happened if… I sleep through my alarm clock and miss an appointment tomorrow?  My mind can create different ideas of challenges, or opportunities that this situation could cause.  Counterfactuals are regrets/possibilities of the past, and ideas about our future. As Allison Gopnik states in her book “The Philisophical Baby”…

We’ve found out that even very young children can already consider possibilities, distinguish them from reality, and even use them to change the world.  They can imagine different ways the world might be in the future and use them to create plans.  They can imagine different ways the world might have been in the past, and reflect on past possibilities.  And, most dramatically, they can create completely imaginary worlds, wild fictions, and striking pretenses. (Gopnik, pg. 20)

Counterfactuals are seen in children as they imagine possibilities and imaginary worlds.

Pretending and Imagination

Before 18months, a baby plays merely by moving, exercising important muscle groups for development.  Play is for development – hence the often heard phrase that play is the work of the child.  After 18 months play begins to look different, the child pretends and use their imagination.  Children are putting together casual knowledge about the world around them.  When they hit their brother, he cries.  When I eat, I grow. With these basic understandings, they can cultivate this knowledge using their imagination (counterfactuals).  Given what the child knows about the world around them, they can use their casual knowledge, paired with counterfactuals and determine what would happen if they were a princess in a far away land with purple hair, or if they were in a jungle surrounded by animals.

Imaginary Friends & Paracosms

Imaginary friends are a mystery to some.  Does the child really think that someone else is there?  Is it a ghost he/she is talking to?  A friend from a past life?  A psychologist named Marjorie Taylor studied the phenomenon of Imaginary friends and found that “many… imaginary companions had a poetic appeal”.  In reviewing Taylor’s studies, Gopnik states:

In Taylor’s studies there were a few relatively small statistical differences between the children who had imaginary companions and those who did not, but often these differences were not what we would expect.  Older and only children were more likely to have imaginary companions than younger siblings, but outgoing children were also more likely to have imaginary companions than shy children.  Children who watched a lot of television were less likely to have imaginary companions, but that was also true of children who read a lot of books – children who were immersed in someone else’s imaninary world seemed less likely to create such a world themselves.

Through research we see that imaginary friends are no signifier of a child’s intelligence, they are not a sign of trauma but are just fun.  As the child has developed understanding in the world around them (counterfactuals and casual knowledge of other people) imaginary companions are an exercise in what they know about people.  “Research shows that children’s imaginary companions are linked to what they learn about other people.” (Gopnik, pg. 65)

As the child continues to understand the people around them, they often create “paracosms”.  A paracosm is a more complicated version of a single imaginary companion, and instead is an imaginary society.  Gopnik gives the example of a child who “created a planet called Rho Ticris inhabited by gigantic hounds called dune dogs, the Blue (blue-skinned humanoids), and the Dire Grim, a sinister race with seven rows of teeth.”

Imagination & the Adult

The development of the imagination is an important one for the adult in almost any circumstance.  So, the next time you have a great idea, create a beautiful painting, rearrange your living room, or petition your ideas for a better world – thank your inner child who developed the ability to ask “what if?” and discovered the possibilities.

(In my next post I’ll be discussing ways to encourage imagination in children’s domestic space)


Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.

Children & Physical Space

Well, I’ve been waiting for my books to come in, and all but one arrived today!  I have a lot of good resources to study during the next 10 weeks, and am excited to begin. I will prepare at least one post a week, and relate my studies to children in domestic space.  It is my hope that this blog will be of use to those with children, who are working with children or who want to know more on the subject.

Cover of “Planning Environments for Young Children Physical Space”, by Sybil Kritchevsky and Elizabeth Prescott with Lee Walling

This last week I read “Planning Environments for Young Children Physical Space“.  This reading is based on a 3 year study funded by the U.S. Children’s Bureau in 1967, based on the effect that physical space has on children – primarily in classroom and daycare settings.  I want to discuss how the information in this research can be of benefit to a parent or caretaker in domestic space, as I found it beneficial.

Much of the world around us is set up for adults, and even we take cues from our surroundings that tell us how to behave, act, dress, talk, etc.  For example, most of us would act different in an informal family room with friends than we would at a formal dinner.  In a similar way, children are affected by their surroundings.  In setting up efficient children’s spaces the desired outcome should be established, then create an environment to meet the desired goal.

In establishing goals, a classroom at school will look a lot different than a playroom in your home – and for good reasons.  Are the children expected to sit and pay attention for periods of time?  Are you encouraging them to have independent play for extended periods?  The following information should help to establish what kinds of surroundings will help with behavior and development in different environments.  Having the correct environment can help the caretaker to give better and more positive attention to the child, will enhance the child’s independence in independent play, encourage interaction with other children and increase attention span.

I think it’s important to understand what this study identifies as “potential units”, “play units” and the “complexity” of these units.  The play units are separated into three categories: simple, complex, and super.  These categories are designated by the complexity of the object.

Basically,

1. A simple unit is a toy or object that has one visibly identifiable use.

2. Complex units involve a unit with two parts, getting more complex than a simple play unit.

3. and a Super unit has 3 or more parts, the most complex and one that will hold a child’s attention the longest.

For example, a simple unit might be a seesaw, sandbox, etc.  simple units can often be made more complex by adding other units to them (tools, boxes for climbing/playing in, props, water, etc.).

The higher the complexity ranking, the longer the particular unit will hold a child’s attention.  While none of the units are necessarily better than the other, the more complex units typically encourage more involvement on the part of the child’s imagination, and ingenuity.  In fact, super units can be made up of 3 or more simple units – and children sometimes create super units themselves.

A potential unit is classified simply as a space that a child can potentially use as a space.  Some examples might be a small table, under stairs, a corner, and so on.

It is also important to consider the amount of children playing, and the amount of children that each unit allows.  Certain units can only be used by one child (such as a swing) which can allow a child to get away and have a moment alone when needed.  While it is also essential to have units which encourage socialization, where more than one child can play.

With these unit definitions, one can then think about their own space, and modify accordingly.  Think about the amount of time expected of the child to play in a certain space. (Are you are wanting to promote outdoor play, or is it cold outside and would like them to stay inside?).  Let’s say that you are wanting to promote your child to play outdoors for a long period of time, you would want to supply them with more super units, along with a few complex and simple units.

A common misstep that was observed in this study, was the physical space put together for young children (around 2 years old).  In this study it was normally observed that play spaces for children in this age group were made up of many simple units, and no complex or super play units.  Because of this, their attention was very short lived, which made them prone to boredom, relying on their caretakers to guide them to another activity, and were more likely to fight over toys.  This kind of set up also has a strong affect on the caretaker, as they are more stressed.  When the environment supports independent play, and interaction the caretakers are in a better state to care for the children.  According to this study, this situation can be avoided by simply adding more complex and super units.  This is a good example of how having a good environment, with the necessary play units and potential units supports attention span development, independence, and positive socialization.

Overall, this study sparked thinking about our environments, especially children’s environments and how they can be affected by them in a developmental stance.  By exposing them to more complex environments, that stimulate their own brilliance and creativity can ease the stress of the caretaker, while greatly enhancing their own development.