Learning environments that are well-organized, well-managed spaces.

They
provide developmentally appropriate schedules, educational programmes, and
chances for choice, play, discovery, and experimentation both indoors and
outdoors. Age-appropriate equipment, materials, and supplies are included in
learning settings.The three distinct components of a well-designed early
childhood environment are the temporal, social, and physical environments.
Combination of these three  contributes to a well-designed classroom for
young children. Three component are :

Physical environment
The overall design and layout of a room, including its learning centres,
materials, and furnishings

Social environment
The interactions that occur within the classroom between peers, teachers, and
family members

Temporal environment
The timing, sequence, and length of routines and activities that take place
throughout the day

Safety 
No open bodies of water like pool or tub filled with water, tall furniture should
be secured to the wall, fire safety certificate are up to date and displayed and
the environment should be clean.
This is also including for children with disabilities, a well-designed, safe and
responsive environment is very important in a setting of a kindergarten.

Physical environment

 Physical Setting a circular table and chairs , and age-appropriate furniture,

The  whole design and arrangement of a specific classroom and its learning centres is
referred to as the physical surroundings. Teachers should organise the
environment's rooms, furniture, and resources to enhance learning experiences and
involvement for all students. Providing books at various reading levels, placing items
on a shelf within easy reach, or providing enough space for a kid to move about the
classroom. Proper maintenance of all of these components in a classroom creates a
 nice physical atmosphere in which students can focus on their studies without being
distracted.

Children with disabilities

Teachers must guarantee that young children with impairments may access and
engage completely in learning events. They can do this by making tiny modifications
to the physical surroundings, such as:

 Changing or changing the chairs to fulfil the requirements of children (for example,
ensuring that the children's feet contact the floor, utilising a sensory cushion- a
cushion that stimulates youngsters who desire sensory or tactile input when sitting,
and having bean bag chairs accessible)

 Placing squares or drawings on the floor to show where children should line up or sit
Adapting things, such as markers, to make them simpler to handle for children with
motor issues (e.g., using pencil grips)

 Providing specific equipment (e.g., built-in handled spoons, adapted scissors) as

prescribed by an occupational or physical therapist to assist youngsters in becoming
more independent.

 Creating space for specialist equipment

Social environment

 The word social environment relates to how a classroom setting impacts or

encourages relationships between young children, instructors, and family members.
A well-designed social environment fosters strong peer connections, promotes
pleasant interactions between adults and children, and allows adults to assist
children in achieving their social objectives. Teachers must develop activities that
take the following factors into account in order to establish a school atmosphere
that promotes pleasant social connections.

. The daily schedule of a learning environment should contain both teacher-initiated and
child-initiated activities. Teacher-initiated activities, such as storey time or a small-group
learning activity, are ones that the teacher planned and leads. A child-initiated activity, in
general, is one that allows children to pursue their interests and explore their passions.
Teachers should consider the following while planning activities for the social environment:
  When youngsters have the freedom to pick their own activities, take note of their
preferences. This can assist instructors in identifying the children's areas of strength
and interest.

 Recognize that problematic conduct may occur during teacher-led activities that
children find difficult, boring, or overpowering. Teachers might leverage their
understanding of children's favourite activities and materials to integrate them in
more demanding activities (for example, if a kid loves cars but does not want to use
writing tools, supply pictures of cars for the child to colour at school).

 Assign classroom duties or responsibilities (for example, plant waterer, animal

feeder, lunch cart pusher, table setup) to make students feel included.

 Make sure that every youngster gets the chance to be a leader and a helper.

The timing, order, and duration of routines and activities that occur during the school day
are referred to as the temporal environment. It comprises the timetable of events such as
arrival, play time, lunch time, rest time, small- and large-group activities, and the numerous
transitions that connect them all. Predictable schedules and routines provide a sense of
security, assist young children in learning about their environment, assist them in adjusting
to new settings, and aid to reduce problematic behaviours. Daily rituals can assist young
children with saying good-by to their parents and feeling safe and secure within a
supportive network of caregivers. Establishing a practise of reading a book together every
day in the same pleasant corner of the room, for example, might assist a youngster in
preparing for the terrible separation from her parent.

In conclusion

When a pre-schooler enters his or her world with confidence and with awareness. They will
respond positively if the following four major elements are addressed:
(1) the room feels safe,
(2) it feels like it is set up for her and is comfortable, (
3) the areas clearly communicate and encourage the activities she may participate in
(zoning), and
(4) the materials invite her to play while also providing a challenge (set up).

So as teachers we must take the time to pay to the safety, culture, zoning, and supplies in
the classroom room which results in a dynamic learning environment.
Learning conditions are efficient and overseen settings. They offer proper timetables, lesson
plans, and indoor and opportunities for decision, play, investigation, and experimentation.
Learning conditions incorporate age-fitting materials and supplies.
1) Physical environment - Overall design and layout of the kindergarten including rooms,
materials and furniture. A classroom should feel joyful and friendly and offer variety of
activities.
2) Social environment - The interaction within the classroom between the peers, teachers
and family members. Teachers should guide academic growth, model classroom behaviour
and offer tool that deal with strong feelings. 
3) Temporal environment - The timing, sequence and length of routines and activities that
take place throughout the day in the kindergarten. Children should learn fundamental
academic skills in reading, math, science through discovery and creative activities. 
4) Safety - No open bodies of water like pool or tub filled with water, tall furniture should be
secured to the wall, fire safety certificate are up to date and displayed and the environment
should be clean.
This is also including for children with disabilities, a well designed, safe and responsive
environment is very important in a setting of a kindergarten.