In continuous learning environments resources are left in exactly the same place. Areas are added to (hopefully) with children’s consultation but nothing is set up or packed away. Children can plan ahead knowing that the resources they need will always be available. Children can revisit learning many times and build skills and depth of thought. Children develop ideas over time through repeated and continuous exposure to resources.
For example, children may be interested in building bridges in the block corner. The blocks are an open ended resource that are always available. as children revisit, their ideas for bridges get more complex. An educator observing this, may add resource books to the shelf that give information about different bridge structures and designs. They may add paper and pencils for children to draw designs. Children may visit and draw the structure of a bridge in their community, and contribute to community discussion about new bridge projects in the area. Through building a project, maintaining focus, but most importantly continuous learning the children develop a much higher level of competency than they would in an ‘activity’ type program,where perhaps they draw a bridge, or colour one and then pack every
thing up and do something else.