WEBVTT 00:00:00.080 --> 00:00:03.160 Hello and welcome to another episode of Blooming 00:00:03.160 --> 00:00:06.000 Curious. This is the fourth episode in our Getting 00:00:06.000 --> 00:00:08.539 Started series, so if you're in your first few 00:00:08.539 --> 00:00:10.380 years of teaching or you're new to home school 00:00:10.380 --> 00:00:12.939 education, or even if you're a seasoned pro looking 00:00:12.939 --> 00:00:15.419 for some new inspiration insights, this is for 00:00:15.419 --> 00:00:18.460 you. Today we'll be exploring how both classroom 00:00:18.460 --> 00:00:21.039 and home -based early childhood educators can 00:00:21.039 --> 00:00:24.359 set up an inspiring learning environment indoors, 00:00:24.760 --> 00:00:26.739 which will definitely give you some food for 00:00:26.739 --> 00:00:29.120 thought as you go about setting up your classroom 00:00:29.120 --> 00:00:39.409 or your learning space for this new term. a podcast 00:00:39.409 --> 00:00:42.109 that's all about nurturing that natural curiosity 00:00:42.109 --> 00:00:46.109 in our earliest kids and students. I'm Edwina, 00:00:46.289 --> 00:00:49.130 your host from the Ed's Lessons blog, a passionate 00:00:49.130 --> 00:00:51.990 advocate for play and inquiry and on a mission 00:00:51.990 --> 00:00:55.210 to keep children curious and questioning. The 00:00:55.210 --> 00:00:58.429 days of talk and chalk are over. We're diving 00:00:58.429 --> 00:01:01.929 into the world of integrated inquiry and nature 00:01:01.929 --> 00:01:05.030 based learning and exploring the strategies that 00:01:05.030 --> 00:01:07.989 create lifelong learners. So if you're a classroom 00:01:07.950 --> 00:01:11.590 or homeschool educator, or even a curious parent, 00:01:12.030 --> 00:01:14.989 then this is the place for you. Early childhood 00:01:14.989 --> 00:01:18.849 is a critical time for development, and the environment 00:01:18.849 --> 00:01:22.469 plays a vital role in shaping a child's experiences. 00:01:22.950 --> 00:01:25.950 In fact, in Reggio Emilia settings, the environment 00:01:25.950 --> 00:01:29.209 is known as the third teacher. So creating a 00:01:29.209 --> 00:01:32.769 space that sparks curiosity and inquiry is crucial. 00:01:33.170 --> 00:01:36.290 As educators, we want to be creating an environment 00:01:36.290 --> 00:01:39.109 that not only fosters a love of learning, but 00:01:39.109 --> 00:01:42.510 also helps in the cognitive, creative, and physical 00:01:42.510 --> 00:01:45.680 development of children. So before you begin 00:01:45.680 --> 00:01:48.239 frantically putting up those posters and the 00:01:48.239 --> 00:01:51.359 word walls and filling up that space, I urge 00:01:51.359 --> 00:01:53.540 you to take a moment and just consider this. 00:01:54.180 --> 00:01:58.799 What does curiosity look like? Our classrooms 00:01:58.799 --> 00:02:02.120 are not social media opportunities. They are 00:02:02.120 --> 00:02:05.640 opportunities to provoke curiosity in our students. 00:02:06.099 --> 00:02:10.259 So how do we do that? The first thing I think 00:02:10.259 --> 00:02:12.699 that we need to consider is our physical environment. 00:02:13.300 --> 00:02:15.379 I mean, have you ever walked into a space that 00:02:15.379 --> 00:02:18.979 feels overwhelming? Perhaps there's a multitude 00:02:18.979 --> 00:02:22.479 of bright primary colors or it's crammed so full 00:02:22.479 --> 00:02:25.780 that anyone using the space will feel so overwhelmed 00:02:25.780 --> 00:02:28.360 that they wouldn't even have an idea where to 00:02:28.360 --> 00:02:32.300 look or go first. And that's the kind of thing 00:02:32.509 --> 00:02:36.270 we as educators need to be cognisant of when 00:02:36.270 --> 00:02:39.629 we're creating these learning spaces for our 00:02:39.629 --> 00:02:42.750 learners. Let's consider colour, for example. 00:02:43.469 --> 00:02:45.710 The psychology of colour is pretty powerful. 00:02:45.819 --> 00:02:49.080 Certain colors can make us feel energized, sad, 00:02:49.319 --> 00:02:52.300 calm and even hungry. The colors you choose play 00:02:52.300 --> 00:02:55.219 a significant role in creating a calm atmosphere 00:02:55.219 --> 00:02:58.979 conducive to learning. So soft natural colors 00:02:58.979 --> 00:03:02.759 like soft blues and greens and earth tones are 00:03:02.759 --> 00:03:05.819 known to promote calmness and focus. Just think 00:03:05.819 --> 00:03:08.759 about what nature looks like and those are the 00:03:08.759 --> 00:03:11.120 colors that really we want to bring into our 00:03:11.120 --> 00:03:14.990 classrooms so that children feel as almost though 00:03:14.990 --> 00:03:17.689 they are in nature those are the colors that 00:03:17.689 --> 00:03:21.889 are naturally calming to us as humans there's 00:03:21.889 --> 00:03:24.710 obviously nothing you can do as a teacher when 00:03:24.710 --> 00:03:27.689 you enter a classroom and your boards the notice 00:03:27.689 --> 00:03:29.669 boards that are already up are bright purple 00:03:29.669 --> 00:03:33.590 and red but usually we teachers go and spend 00:03:33.590 --> 00:03:36.650 a fortune and cover these boards with fabric 00:03:36.650 --> 00:03:40.150 now Hessian or burlap has always been my go -to 00:03:40.150 --> 00:03:42.909 choice as it's a great neutral backdrop for displaying 00:03:42.909 --> 00:03:46.710 children's work or for a wonder wall. Believe 00:03:46.710 --> 00:03:50.050 it or not, but black notice boards also provide 00:03:50.050 --> 00:03:54.250 a great neutral backdrop and really make whatever 00:03:54.250 --> 00:03:57.650 you put on them pop. I think it's worth considering 00:03:57.650 --> 00:04:01.569 that it's children's work and wanderings that 00:04:01.569 --> 00:04:04.069 should be displayed along with some anchor charts 00:04:04.069 --> 00:04:07.449 as the weeks and months progress. So don't be 00:04:07.449 --> 00:04:10.150 afraid of children walking in on their first 00:04:10.150 --> 00:04:14.250 day and finding blank walls. These blank walls 00:04:14.250 --> 00:04:17.649 are actually opportunities for getting students 00:04:17.649 --> 00:04:20.610 involved in what goes on to those walls, and 00:04:20.610 --> 00:04:22.889 we're talking about student agency in just a 00:04:22.889 --> 00:04:25.529 little while. But most importantly, as you go 00:04:25.529 --> 00:04:27.629 about setting up your space in the next week 00:04:27.629 --> 00:04:32.569 or so, just keep things simple. So now once you've 00:04:32.569 --> 00:04:36.300 got your colors on your walls sorted, You need 00:04:36.300 --> 00:04:38.439 to decide on the different learning zones in 00:04:38.439 --> 00:04:42.399 the space. You'll need a cosy reading nook, places 00:04:42.399 --> 00:04:47.639 designed for play, and organised spaces. An organised 00:04:47.639 --> 00:04:51.060 environment promotes a sense of order and helps 00:04:51.060 --> 00:04:54.100 children develop executive function skills such 00:04:54.100 --> 00:04:57.839 as organisation and self -regulation. Children 00:04:57.839 --> 00:05:00.620 are just learning to organise themselves and 00:05:00.620 --> 00:05:03.300 their belongings, so they need a calm and well 00:05:03.300 --> 00:05:07.019 organised space to do that. And if you have neurodivergent 00:05:07.019 --> 00:05:09.399 students, lots of clutter and bright colors is 00:05:09.399 --> 00:05:11.839 really not going to benefit them or their learning. 00:05:12.000 --> 00:05:15.420 So really think about and plan for calm, inviting 00:05:15.420 --> 00:05:19.240 spaces that are well organized. Students should 00:05:19.240 --> 00:05:22.339 know exactly where everything goes and also set 00:05:22.339 --> 00:05:25.600 the expectation early for keeping things orderly. 00:05:25.699 --> 00:05:27.959 For example, at the end of the day or when they've 00:05:27.959 --> 00:05:31.079 completed an activity, you can even have photographs 00:05:31.079 --> 00:05:34.259 of what a space should. look like so that children 00:05:34.259 --> 00:05:39.819 can reset the space themselves. We need to model 00:05:39.819 --> 00:05:42.720 and teach children how to use the equipment and 00:05:42.720 --> 00:05:45.600 materials and how to tidy up once they have finished. 00:05:46.139 --> 00:05:48.740 You probably need to model and reteach these 00:05:48.740 --> 00:05:52.000 procedures several times and children will need 00:05:52.000 --> 00:05:54.779 regular reminders. Don't think that just because 00:05:54.779 --> 00:05:57.240 you've done it on day one or day two, they're 00:05:57.240 --> 00:05:59.519 going to remember this for, you know, day one 00:05:59.519 --> 00:06:03.120 term four. So you will need to remind them regularly 00:06:03.120 --> 00:06:06.600 about what the space should look like and also 00:06:06.600 --> 00:06:09.560 remind us that it's a shared space so teaching 00:06:09.560 --> 00:06:12.759 you know that comes with respect it's a shared 00:06:12.759 --> 00:06:16.079 space for everyone to use so what does that look 00:06:16.079 --> 00:06:18.759 like what does respect look like how should we 00:06:18.759 --> 00:06:22.959 keep the place that others can enjoy it too and 00:06:22.959 --> 00:06:26.120 just a remark here again when it comes to play 00:06:26.120 --> 00:06:29.860 it's obviously going to be and it can be messy 00:06:29.860 --> 00:06:32.439 and sometimes if you're a bit of a neat freak 00:06:32.439 --> 00:06:36.779 you have to learn to turn a blind eye and live 00:06:36.779 --> 00:06:39.850 with it in the construction and block area for 00:06:39.850 --> 00:06:42.129 example, sometimes kids want to keep their construction 00:06:42.129 --> 00:06:45.769 up and add to it later or the next day. So create 00:06:45.769 --> 00:06:47.750 a way for them to do that, perhaps they can put 00:06:47.750 --> 00:06:50.689 up a sign like work in progress which will allow 00:06:50.689 --> 00:06:53.509 them to return to that project or perhaps let 00:06:53.509 --> 00:06:57.089 them take a photo of their construction or whatever 00:06:57.089 --> 00:06:59.970 they've made with an iPad and then tidy up and 00:06:59.970 --> 00:07:03.050 then perhaps this photo can become a provocation 00:07:03.050 --> 00:07:06.139 for a story or a technology project. There's 00:07:06.139 --> 00:07:09.259 a great book called Inspiring Play Spaces which 00:07:09.259 --> 00:07:11.060 I'll link to in the show notes as well as to 00:07:11.060 --> 00:07:13.680 my Pinterest folder where you can browse around 00:07:13.680 --> 00:07:17.779 images of inspirational play spaces that really 00:07:17.779 --> 00:07:21.339 spark curiosity in children. I've collected these 00:07:21.339 --> 00:07:24.399 for my own inspiration for my classrooms in the 00:07:24.399 --> 00:07:26.620 past. Now let's get back to executive function 00:07:26.620 --> 00:07:30.939 skills. An organized space and a teacher. contributes 00:07:30.939 --> 00:07:33.579 significantly to the development of executive 00:07:33.579 --> 00:07:37.480 function skills in young children. We as the 00:07:37.480 --> 00:07:41.100 adults have to model organisational habits. We've 00:07:41.100 --> 00:07:43.620 got to teach children to clean up after themselves 00:07:43.620 --> 00:07:47.779 and provide visual cues for routines. Consistent 00:07:47.779 --> 00:07:51.259 practice of these habits will help children develop 00:07:51.259 --> 00:07:54.759 skills like time management, planning and impulse 00:07:54.759 --> 00:07:57.579 control. These habits help children navigate 00:07:57.579 --> 00:08:01.139 what is becoming an increasingly busy and sometimes 00:08:01.139 --> 00:08:05.379 chaotic life for many of our students. So now 00:08:05.379 --> 00:08:07.600 you have your place set up. Let's talk about 00:08:07.600 --> 00:08:09.639 the kind of materials you're going to include 00:08:09.639 --> 00:08:13.819 in those spaces. We want to promote curiosity 00:08:13.819 --> 00:08:17.379 and inquiry for children to be curious and thinking 00:08:17.379 --> 00:08:20.819 individuals. So the materials we provide must 00:08:20.819 --> 00:08:24.439 foster curiosity and exploration. Things like 00:08:24.439 --> 00:08:28.139 trucks and dolls have a place in any play space. 00:08:28.350 --> 00:08:30.850 But they are not open -ended, they can only be 00:08:30.850 --> 00:08:33.629 dolls and trucks. Open -ended materials, on the 00:08:33.629 --> 00:08:36.950 other hand, are only limited by the child's imagination. 00:08:37.730 --> 00:08:40.990 Building blocks of all types, that includes Lego 00:08:40.990 --> 00:08:44.370 or Duplo. You can even get wood -off cuts or 00:08:44.370 --> 00:08:47.450 go to your local building supply store and just 00:08:47.450 --> 00:08:49.950 get some wood and chop it up yourself if you 00:08:49.950 --> 00:08:53.549 need to. Art supplies, objects from nature like 00:08:53.549 --> 00:08:56.250 plain old sticks or even pebbles and pieces of 00:08:56.250 --> 00:09:00.580 fabric. all allow for a wide range of possibilities. 00:09:01.259 --> 00:09:04.440 We need to keep the environment fresh and interesting 00:09:04.440 --> 00:09:08.340 so rotating those materials regularly is key 00:09:08.340 --> 00:09:11.919 to sustaining children's curiosity and encouraging 00:09:11.919 --> 00:09:15.799 creative thinking and problem solving. So definitely 00:09:15.799 --> 00:09:19.200 include some open -ended materials wherever you 00:09:19.200 --> 00:09:23.379 can and that includes loose parts. And I'll be 00:09:23.379 --> 00:09:25.820 having a chat with a loose parts expert in an 00:09:25.820 --> 00:09:28.279 upcoming episode, so be sure to subscribe and 00:09:28.279 --> 00:09:30.620 follow so that you are notified of new episodes 00:09:30.620 --> 00:09:32.720 and so that you don't miss out on that chat. 00:09:33.299 --> 00:09:35.480 Now let's think about provocations for inquiry. 00:09:36.179 --> 00:09:39.379 These are intentional setups. I'm going to say 00:09:39.379 --> 00:09:43.659 it again. These are intentional setups that encourage 00:09:43.659 --> 00:09:46.700 children to explore, question and investigate. 00:09:47.659 --> 00:09:51.279 Think of them as invitations to learn. Simple. 00:09:51.440 --> 00:09:54.320 yet thought -provoking activities, or displays, 00:09:54.700 --> 00:09:57.860 like a nature -inspired table, perhaps with drawing 00:09:57.860 --> 00:10:00.919 paper, pencils and books on the topic that supplements 00:10:00.919 --> 00:10:04.240 the objects on display, or an art station with 00:10:04.240 --> 00:10:06.960 open -ended materials, or even a simple tray 00:10:06.960 --> 00:10:09.779 or shelf, with objects beautifully displayed, 00:10:10.299 --> 00:10:13.360 inviting children to touch and explore, and of 00:10:13.360 --> 00:10:16.139 course always with pictures or books related 00:10:16.139 --> 00:10:19.080 to the topic, which encourages reading and finding 00:10:19.080 --> 00:10:23.610 out. serve as provocations that encourage independent 00:10:23.610 --> 00:10:27.750 inquiry and nurture a love of learning. Now provocations 00:10:27.750 --> 00:10:30.110 should of course be intentional, there's that 00:10:30.110 --> 00:10:33.210 word again, and a great place to start with is 00:10:33.210 --> 00:10:35.610 your humanities and social sciences topic or 00:10:35.610 --> 00:10:37.769 science. Think about what you're going to be 00:10:37.769 --> 00:10:40.669 teaching this term and then find objects that 00:10:40.669 --> 00:10:44.830 link to that topic. So for example, let's say 00:10:44.830 --> 00:10:47.429 you're teaching forces. that's push and pull 00:10:47.429 --> 00:10:50.789 so you get things on wheels you can stick in 00:10:50.789 --> 00:10:53.929 some ramps bubble wrap and sandpaper to place 00:10:53.929 --> 00:10:56.990 on those ramps to demonstrate friction for example 00:10:56.990 --> 00:11:00.450 what about a yo -yo a ball some pool toys and 00:11:00.450 --> 00:11:03.200 so much more I remember teaching this unit in 00:11:03.200 --> 00:11:05.659 pre -primary some years ago and children became 00:11:05.659 --> 00:11:08.779 interested in the ways fish move through water 00:11:08.779 --> 00:11:11.919 and suddenly one of the children remarked that 00:11:11.919 --> 00:11:14.419 whales and dolphins push themselves out of the 00:11:14.419 --> 00:11:18.480 water and that led to an inquiry project on how 00:11:18.480 --> 00:11:21.259 different tail shapes of sea animals allow them 00:11:21.259 --> 00:11:24.360 to move in different ways. So although it was 00:11:24.360 --> 00:11:27.120 still experimenting with push and pull we had 00:11:27.120 --> 00:11:29.759 this whole side inquiry project going on with 00:11:29.759 --> 00:11:32.460 children even creating What else are fish? Were 00:11:32.460 --> 00:11:34.460 the tails attached with pushpins so that they 00:11:34.460 --> 00:11:36.600 could demonstrate the way the creature moved 00:11:36.600 --> 00:11:39.840 and how the tail pushed the whales to the surface, 00:11:39.860 --> 00:11:43.059 for example? It's these kind of moments that 00:11:43.059 --> 00:11:45.720 make learning and teaching interesting. Not only 00:11:45.720 --> 00:11:49.080 for teachers, by the way, but especially for 00:11:49.080 --> 00:11:52.679 our students. So don't be afraid to embrace those 00:11:52.679 --> 00:11:56.320 moments that lead to rich learning experiences. 00:11:57.549 --> 00:12:00.690 For some creative ideas and provocations there's 00:12:00.690 --> 00:12:04.029 a book by Margaret Longstaff. Also remember that 00:12:04.029 --> 00:12:08.409 just a simple walk in nature or browsing around 00:12:08.409 --> 00:12:11.490 a secondhand shop are great options for finding 00:12:11.490 --> 00:12:13.870 interesting and affordable objects that provoke 00:12:13.870 --> 00:12:17.210 curiosity and inquiry. I'll post a link to the 00:12:17.210 --> 00:12:20.509 book in the show notes. We will be discussing 00:12:20.509 --> 00:12:23.370 provocations in future episodes, so again make 00:12:23.370 --> 00:12:25.549 sure you subscribe so you don't miss out on that. 00:12:25.820 --> 00:12:28.340 And if you're in your first few years of teaching, 00:12:28.740 --> 00:12:31.820 or you're new to home education, or perhaps you're 00:12:31.820 --> 00:12:34.320 a seasoned teacher who wants some guidance in 00:12:34.320 --> 00:12:36.960 how to integrate inquiry into everyday lessons 00:12:36.960 --> 00:12:39.940 using provocations, then I have a great little 00:12:39.940 --> 00:12:43.120 e -guide especially for you. Go to resources 00:12:43.120 --> 00:12:46.879 .edslesons .com forward slash inquiry101 and 00:12:46.879 --> 00:12:50.500 get it there. for easy step -by -step instructions 00:12:50.500 --> 00:12:53.519 for integrating inquiry into your curriculum 00:12:53.519 --> 00:12:57.019 lessons. Now finally, let's discuss how we promote 00:12:57.019 --> 00:12:59.379 children's agency in the learning environment. 00:12:59.919 --> 00:13:03.320 We all want to be seen and heard, don't we? Every 00:13:03.320 --> 00:13:05.820 person on the planet smiles when their talents 00:13:05.820 --> 00:13:09.259 and strengths are appreciated and noticed. As 00:13:09.259 --> 00:13:12.039 educators, we must allow children to make choices 00:13:12.039 --> 00:13:16.039 about the space and materials, create areas where 00:13:16.039 --> 00:13:18.649 they can display their work, or contribute to 00:13:18.649 --> 00:13:21.850 the design of the learning environment. I mentioned 00:13:21.850 --> 00:13:24.470 earlier about not worrying about filling up your 00:13:24.470 --> 00:13:27.769 walls for the first day. Well, your first day 00:13:27.769 --> 00:13:30.570 could be a great opportunity to share with students 00:13:30.570 --> 00:13:35.669 that blank wall and that it is for their wanderings 00:13:35.669 --> 00:13:38.809 and ideas, for example. Take a picture of each 00:13:38.809 --> 00:13:41.230 child and then place a thought bubble over their 00:13:41.230 --> 00:13:43.529 head and that's where their thoughts go that 00:13:43.529 --> 00:13:46.429 you can spend the next few weeks exploring. And 00:13:46.429 --> 00:13:48.950 of course later on during the term and during 00:13:48.950 --> 00:13:52.009 the year you could exchange those thought bubbles 00:13:52.009 --> 00:13:55.590 for their new thoughts and ideas. So by giving 00:13:55.590 --> 00:13:58.929 them a sense of agency we empower children to 00:13:58.929 --> 00:14:02.429 take an active role in their own learning journey. 00:14:03.230 --> 00:14:06.250 As educators, we need to get away from displaying 00:14:06.250 --> 00:14:10.309 those 25 identical yellow duck crafts. We need 00:14:10.309 --> 00:14:12.450 to start thinking about how we give children 00:14:12.450 --> 00:14:15.450 agency over their work. Perhaps children can 00:14:15.450 --> 00:14:18.409 decide on their own water bird. Or perhaps they 00:14:18.409 --> 00:14:20.909 can all create ducks but we give them the option 00:14:20.909 --> 00:14:23.549 of different materials. If you were creating 00:14:23.549 --> 00:14:26.590 ducks because you're exploring the letter D, 00:14:26.590 --> 00:14:29.690 for example, can't they come up with their own 00:14:29.690 --> 00:14:31.909 something or other that starts with the letter 00:14:31.909 --> 00:14:36.960 D? And some may want to use water paints, some 00:14:36.960 --> 00:14:39.179 may want to do pencil drawings, and some may 00:14:39.179 --> 00:14:42.580 want to create a collage. And so if we allow 00:14:42.580 --> 00:14:44.860 children that even if you want them all to paint 00:14:44.860 --> 00:14:47.139 ducks but they use a different material, for 00:14:47.139 --> 00:14:50.820 example, we're now seeing true individualisation 00:14:50.820 --> 00:14:53.200 and agency. And isn't that more interesting for 00:14:53.200 --> 00:14:55.940 everyone, including the environment? Isn't this 00:14:55.940 --> 00:14:58.559 type of display going to act as a provocation 00:14:58.559 --> 00:15:01.990 in itself? One where we can have discussions 00:15:01.990 --> 00:15:05.289 around art materials and inspiration and the 00:15:05.289 --> 00:15:08.070 choices they made. You know, I want to alert 00:15:08.070 --> 00:15:10.370 you to this little story written by Helen Buckley 00:15:10.370 --> 00:15:12.409 and it's called The Little Boy. It's just two 00:15:12.409 --> 00:15:15.490 pages long, but it's all about the effect. that 00:15:15.490 --> 00:15:19.210 a lack of agency has on a young child's creativity. 00:15:19.889 --> 00:15:22.490 I really urge you to read it. It'll really make 00:15:22.490 --> 00:15:24.750 you think and it'll make you truly consider the 00:15:24.750 --> 00:15:27.970 way you ask children to tackle tasks. I'll place 00:15:27.970 --> 00:15:30.570 a link in the show notes for you, so make sure 00:15:30.570 --> 00:15:33.590 you look at that. I think you'll find it to be 00:15:33.590 --> 00:15:37.490 a really special eye -opener. Now, as we wrap 00:15:37.490 --> 00:15:40.649 up, here are a few practical things for creating 00:15:40.649 --> 00:15:43.409 an inspiring indoor learning environment that 00:15:43.409 --> 00:15:47.299 I want to leave you with. Number one, involve 00:15:47.299 --> 00:15:50.700 children in the setup process and promote their 00:15:50.700 --> 00:15:55.100 agency to foster a sense of ownership. Number 00:15:55.100 --> 00:15:58.720 two, observe and adapt your environment based 00:15:58.720 --> 00:16:01.679 on their interests and your has and science topic. 00:16:02.700 --> 00:16:05.419 Number three, remember that the learning environment 00:16:05.419 --> 00:16:08.879 is dynamic. So don't leave up the same display 00:16:08.879 --> 00:16:11.779 for a whole term or a whole year. It changes 00:16:11.779 --> 00:16:14.299 with your topics and it changes with children's 00:16:14.299 --> 00:16:19.039 interests. And last, keep things calm and simple. 00:16:19.299 --> 00:16:21.659 Don't overdo things. Don't fill the space with 00:16:21.659 --> 00:16:24.779 all your beloved belongings. Remember, this is 00:16:24.779 --> 00:16:28.440 a space for the children. So that includes today's 00:16:28.440 --> 00:16:30.460 episode of Blooming Curious. I hope you found 00:16:30.460 --> 00:16:34.059 these insights helpful as you work towards creating 00:16:34.059 --> 00:16:37.100 inspiring indoor space for your youngest learners. 00:16:38.059 --> 00:16:43.019 I want to conclude by quoting Jess Vance, a thought 00:16:43.019 --> 00:16:45.860 leader in the field of inquiry learning for you 00:16:45.860 --> 00:16:50.659 as you prepare your learning space. Set an intention 00:16:50.659 --> 00:16:54.200 to be rooted in curiosity. I'm going to repeat 00:16:54.200 --> 00:16:59.659 that. Set an intention to be rooted in curiosity. 00:17:00.539 --> 00:17:04.559 So remember that your space is intentional. So 00:17:04.559 --> 00:17:07.099 if you like this type of content could I ask 00:17:07.099 --> 00:17:10.019 you to subscribe and leave a review? This is 00:17:10.019 --> 00:17:13.099 the only way this podcast will grow and get in 00:17:13.099 --> 00:17:16.680 front of other educators. So if you tap on those 00:17:16.680 --> 00:17:20.240 three dots on the episode and then tap on go 00:17:20.240 --> 00:17:23.700 to show scroll all the way down and you'll see 00:17:23.700 --> 00:17:26.420 where it says write a review that's where you 00:17:26.420 --> 00:17:30.299 go to do just that. I thank you in advance and 00:17:30.299 --> 00:17:32.460 I really appreciate you showing up and being 00:17:32.460 --> 00:17:36.920 here. So until next week, stay blooming curious.