Are Your Children in Times Square?

This is the provocative title of an article by Sandra Duncan and Michelle Salcedo in the Beginnings Workshop section of the November/December 2012 issue of Exchange.  The authors contend that in many ways a typical early childhood classroom is much like Times Square:

• Lights glare overhead.  The neon bulbs are shining ­continuously, now in many states, even at naptime.
• Bright colors are everywhere.  The bright, primary colors are on the walls, furniture, equipment, décor, and ­sometimes even on the floor.
• Noise is constant.  There are sounds of children playing, yelling, crying, and laughing — and the noise of adults’ conversations, children's toys, and perhaps music playing... 
• Space is confining.  The classroom overflows with tables, chairs, cubbies, shelving units, bookcases, large muscle equipment, and a plethora of supplies, toys, and materials...
• Smells are overpowering.  In the air, there might be a mix of strong odors typical of early childhood classrooms.

"...Being in Times Square is an experience that many people enjoy for a couple of hours every few years.  When it gets to be too much, they duck into a store, catch a show, stop for some refreshments, or head back to their hotels.  For young children, ­leaving the classroom is not an option.  For many, children live in ­environments like Times Square eight to ten hours a day, five days a week.  And their response to these chaotic environments is often increased challenging behavior and decreased engagement and learning.

"As early childhood professionals, we must strive to create spaces that caress, as opposed to assault young children’s senses.  Spaces that are conducive to learning and prosocial behaviors are those that are high in sensory engagement rather than sensory overload.  Sensory engagement comes from the natural incorporation of interesting items for ­children to explore through their senses."

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