Thinking Critically about Environments for Young Children: Bridging Theory and Practice by Lisa P. Kuh

Abstract

 2014 Children, Youth and Environments Children, Youth and Environments 24(3), 2014 Thinking Critically about Environments for Young Children: Bridging Theory and Practice Lisa P. Kuh, Editor (2014). New York: Teachers College Press, 216 pages. $49.95 (paperback); ISBN 978-0-8077-5545-7. It is rare for a book to seamlessly meet both scholarly and practical needs, however Lisa Kuh’s edited book, Thinking Critically about Environments for Young Children: Bridging Theory and Practice, remarkably achieved this aim. The collection of chapters in this book are written from a variety of interdisciplinary perspectives by leaders in the field, and are grounded in scholarship and connect early childhood educators, students, practitioners, and caregivers with educational tools and practical application techniques that focus on school and indoor environments, outdoor spaces, and informal, out of school, and virtual environments. Kuh’s unique contribution of integrating theory, research, and practice makes this book groundbreaking in terms of its application to a diverse audience. Readers are challenged to think critically about issues related to the influence of environments on child development, and are further provided with concepts grounded in theory, as well as transferrable skills, that help educators to prepare optimal environments for young children. Inspiring readers to challenge assumptions and redefine boundaries in their own practice, this book highlights the importance of creating and sustaining optimal formal and informal environments for children through encouraging rich learning experiences. Kuh is stunningly aware and cognizant of the impact of environment, and calls for scholars and practitioners to think both philosophically and practically about establishing meaningful learning environments for children. Her emphasis on philosophy and reflective articulation of goals for children’s environments fundamentally asks, “What contributes to deeper learning?” in a way that considers the whole child, encourages active use of space, and identifies how that space can profoundly influence children’s development. Kuh also challenges teachers and caregivers to become active agents in creating spaces that inspire discovery and deep learning in children. Breaking away from the standard organization and expectations of modern-day learning spaces, the notion of a “learning environment” is broadened to include spaces outside of early childhood classrooms with illustrations of “life-long, life-wide, and life-deep learning” (131) that value children’s unique interests and experiences to embed a love of knowledge, curiosity, and creativity into the learning process. Moving beyond common beliefs about and constraints on young children’s environments, Kuh and colleagues encourage innovation and risk-taking to empower children to learn in enduringly novel ways. In an age where technology prevails in children’s Book Review: Thinking Critically about Environments for Young Children… 240 lives and poses the potential to disengage children with the natural world, this collection is especially timely in terms of addressing the importance of play and outdoor environments. As readers are encouraged to value theory within their learning environments regardless of context, harnessing the potentials of the environment becomes even more accessible as new avenues for children’s learning are uncovered. Kuh speaks to the keen importance of contemplating timeless pedagogical perspectives to enlighten current practice. Reflecting upon the legacies of Dewey, Montessori, and Reggio Emilia, this book applies traditional frameworks to the design of contemporary spaces. Kuh also draws upon leading examples from other cultural perspectives, informing readers of what makes best practice in a variety of learning contexts such as informal and outdoor play spaces, natural playgrounds, gardens, museums, and virtual worlds. An essential contribution of this book is its commitment to scholarship, paving the way for students interested in early childhood education to apply classroom learning to future practice. Grounded in rich theory meant to inform thoughtful practice, students are guided to understand the complexities of what composes rich learning environments. A key theme is understanding the environment as the “third teacher” by using space, materials, and aesthetics to optimize a classroom, playground, or any educational space in ways that educate children organically and interactively. Emphasis is likewise placed upon the importance of child-driven discovery and active learning, creating environments that implicitly communicate particular expectations for children, foster curiosity and collaboration, and immerse children in interactive spaces that cultivate participation and child-directed play. Readers are thus...