Aesthetic:

neutral colours (light blue,

yellow green) which make children
& their work the centre of attention
(overly bright colours can cause
overstimulation)
textiles & hanging fabrics to
dene (retreat) spaces & enhance
comfort level
uncovered windows to allow
natural light & a view to the
outdoors so the school becomes a
places that senses what is
happening outside
variety of direct and indirect
lighting (lamps, strings of lights,
light tables, projectors, mirrors)
Spaces:
interesting and challenging,
multi-level, three-dimensional,
varied (lofts, stairs, distinct areas)
learning & open-ended play
centres: dramatic play,
construction, games and puzzles,
creative arts, music, math, science
and nature, language and literacy,
cultural exploration, library, special
interest or theme, outdoor, sensory
and manipulation (sand, water,
modeling dough) & more
large group carpeted area for
meetings, circle time & physical
activities
private, cozy space
Materials:
Literacy: environmental print
(calendars, schedules, signs,
directions) & writing utensils and
listening and viewing texts
integrated throughout the
classroom to foster authentic uses
Math: board games, card
games, measuring tools, tangrams,
puzzles, counting items & more
open-ended loose parts that
encourage creativity & problem
solving: buttons, beads, blocks,
pipe cleaners, bottle caps, paper
rolls, spools, scrap fabric, scrap
paper, wire, clay, nuts & bolts, yarn
& more
natural materials that connect
us to the cycles of life & engage
the senses: sticks, pinecones,
leaves, rocks, water, plants, wood,
sand, shells, owers, spices, herbs
items that are culturally and
environmentally signicant to the
students and local community
Furnishings:
soft materials: couches, plush
chairs & pillows
tables for eating & small group
work (at least some round)
sufcient shelving and
cupboards to keep materials
organized
exible furnishings that allow
for frequent change and
manipulation by teacher and
students (example: furniture items
on caster wheels)
Displays:
childrens work (including art
work) composes the majority of
displays, versus commercially-
prepared items
childrens learning and thinking
is documented and made visible
with pedagogical narration on
wall-panels, computer slides,
hanging and sitting displays
at least some work is
displayed at low levels (childrens
eye level), enabling children to see
their creations and feel valued
PHYSICAL LEARNING
ENVIRONMENT CHECKLIST
The environment is the most visible aspect of the work done in schools by all the protagonists. It
conveys the message that this is a place where adults have thought about the quality and the
instructive power of space. The layout of the physical space is welcoming and fosters
encounters, communication, and relationships. The arrangement of structures, objects, and
activities encourages choices, problem solving, and discoveries in the process of learning. There
is attention to detail everywhere -- in the colour of the walls, the shape of the furniture, the
arrangement of simple objects on shelves and tables. (Lella Gandini, 2002)
Use this checklist as a guide to design & reect on your Early Years learning environment:
Created by: Alison Camire (alisoneducates.weebly.com)
Organization:
miscellaneous items and
extra supplies are stored & not
visible
materials used by children have
a designated storage space and
are accessible to children (good
organization gives a sense of
security & communicates that
respect for materials is important)
space for children to keep their
long-term projects
children have (at least some)
ownership over the environment
and can inuences and change it
to reect and develop their learning
A Note on FLEXIBILITY
[We need] spaces that are capable of change, because an ideal
space, an ideal pedagogy, an ideal child or human being does
not exist. Children - human beings - exist in relation with their
own experiences, times, and culture. The quality of the space
can therefore be dened in terms of the quantity, quality, and
development of these relationships. Ensuring the existence and
ow of this kind of quality is the primary task of relational
pedagogy and architecture. - Carla Rinaldi, 2007
Personal Reections: Questions to ask yourself about your classroom learning space:
Does your classroom reect your image of the child?
Is the environment welcoming for all children and families promoting acceptance of
all people and the community?
How is your classroom space divided? Does it enable a variety of activities and
learning experiences?
What elements in the classroom support children in developing a sense of well-being
and belonging?
What attractive and engaging materials (including light and natural and open-ended
materials)are present that invite children to explore, inquire, and investigate?
How are materials and toys organized to promote independence, responsibility, and a feeling of security?
How are childrens ideas and interests reected?
Sources
British Columbia Ministry of Education. (2010). Full Day Kindergarten Program Guide. Retrieved from: https://www.bced.gov.bc.ca/
early_learning/fdk/pdfs/fdk_program_guide.pdf
British Columbia Ministry of Education. (2010). Full School Day Kindergarten. Retrieved from: https://www.bced.gov.bc.ca/
early_learning/fdk/
Ceppi, G. & Zini, M. (1998). children, spaces, relations: metaproject for an environment for young children. Reggio Emilia, Italy: Reggio
Children and Comune di Reggio Emilia.
Curtis, D. & Carter, M. (2003). Designs for Living and Learning. St. Paul, MN: Redleaf Press.
Doorly, S. & Witthoft, S. (2012). Make Space: How to Set the Stage for Creative Collaboration. Hoboken, NJ: John Wiley & Sons, Inc.
Gandini, Lella. (2002). The story and foundations of the Reggio Emilia approach. In Fu, V., Stremmel, A., and Hill, T. (Eds.), Teaching
and learning: Collaborative explorations of the Reggio Emilia approach. Upper Saddle River, NJ: Merrill Prentice Hall.
Pairman, A. & Terreni, L. If the environment is the third teacher what language does she speak?
Early Childhood Development (Nga Kaitaunaki Kohungahunga). Available at:
http://www.educate.ece.govt.nz/~/media/Educate/Files/Reference%20Downloads/oldE
E/environmentsconference.pdf
Sayers, Kathleen. (2013). Kindergarten. Retrieved from: University of Maryland Centre for Young Children College of Education,
Department of Human Development & Quantitative Methodology website: http://www.education.umd.edu/CYC/kindergarten.html
Qin, Jinliang. (2008). Child Science Exchange Program in East Asia 3: Childrens Preferences and Creating Kindergarten
Environments. Retrieved from: Children Research Net website: http://www.childresearch.net/events/exchange/2008_02_02.html
Created by: Alison Camire (alisoneducates.weebly.com)