Last month, over 30 preschool and elementary teachers attended the 9th Edition of the Early Childhood Chinese Immersion Forum, which PKS co-organizes.
Under the theme “Calm Classrooms, Engaged Learners: Designing Environments that Support Regulation, Inclusion, and Readiness to Learn”, our teachers focused on how thoughtfully designed learning environments can support children’s emotional regulation, engagement, and readiness to learn in both early childhood and elementary classrooms.
One of the most meaningful takeaways from the keynote address and workshop led by Lindsay Astor Grant, MA, OTR/L, was the idea that where children learn is just as important as what they learn. We explored how classroom environments can greatly impact children’s ability to focus, regulate emotions, and participate successfully in learning activities. When environments become overstimulating, children may experience dysregulation, which can sometimes appear as challenging behavior. By understanding the environmental factors that influence children’s behavior, educators can create spaces that help students feel calm, supported, and ready to learn.
During the workshop, teachers learned about sensory integration, identified common classroom triggers that may affect children’s regulation, and explored practical strategies for creating learning spaces that promote engagement, emotional well-being, and self-control. Collaborating with educators from other Chinese immersion programs also provided valuable opportunities to exchange ideas and best practices.
We are excited to continue applying these insights in our classrooms to create welcoming, supportive, and enriching environments where every child can thrive.
