When tables were stacked as an environmental composition, two girls placed plastic bottles that looked like houses in the hollow space inside the stacked tables to make it look like a city. In the hollow space next to the stacked table, a city made of blocks of a different aspect was developed, and glass tiddlywinks were falling as if they were snow. A child tried shining an LED light on the city, and the caregiver said, "It's beautiful when you shine acrylic blocks on the light," and the child was impressed by the change in color of the light. When the caregiver said, "I wonder what color it would be with other materials," the children tried one material after another, and finally selected acrylic building blocks to develop their play.
The above observations suggest the importance of deliberate environmental composition that aims at children's awareness, as children notice, look at, and develop their play depending on the environmental composition. Although not mentioned in the case study, when children who come to play in the hall see a room of light and shadow, if it is very attractive, they are more likely to want to touch and play with it, and I felt the need to be creative and particular about how the environment is presented (displayed). In addition, I felt that if caregivers not only give advice and awareness, but are moved together, express questions, and think together with the children, a dialogue from the same perspective with the children will be born, their movements will be activated, and they will become involved in creating new inner energy.
