Chapter 8 Learning Environment

In a childcare setting you want the learning environment to

be a place that is warn and inviting.

The environment should confirm the child’s sense of identity,

connection and belonging. It should awaken his/her senses,
provoking curiosity and stimulating intellect.

All young children need a clearly defined “home” space for

their group or class. They need access to drinking water
and toilets. They also need an outdoor play area.

Types of classrooms:

Self-Contained: single class works within four walls where

most materials needed for learning will be found.

Open-Design: an open space that many children can use at

the same time.

Combination: Self contained learning centers with a

common open area.

The classroom and outdoor play area need to be arranged

so that it is easily supervised, cleaned and maintained.
*While standing you should be able to see the whole
preschool room or yard and all the children in it.
Design Principles for Indoor Area:

 Begin by defining areas: Areas that are partially

secluded from the rest of the classroom with shelves
and dividers have less foot traffic.
 Provide more space for areas for blocks, manipulative
toys, and dramatic play.
 Separate noisy activities from quiet activities
 Provide space to be together and space to be alone.
 Provide space for art and messy activities
 Avoid corridors and racetracks between spaces that
invite foot traffic.

Design Principles for Outdoor Area:

Have play zones with distinct purposes.

 Provide space and equipment for active play

 Make sure there are increasingly challenging
experiences
 Provide assess to nature; children spend most of their
time indoors, experiences with the natural world in vital
 Provide place to comfortably think, relax and daydream
 Have learning experiences outside
 Provide way for different kinds of activities to link.
 Create visual boundaries :( a barrier between the
swings and walking path)
 Bring indoor activities outside
*Why promote outdoor play for kindergarten and primary
school children? To provide children with opportunity to
engage in physical activities that build stamina, practice
skills and engage in rich learning activities.
Children and TV use:
 No TV for children under two
 TV for preschoolers should be limited
 Excessive TV for preschoolers linked to Attention Deficit
Disorder
 Never have TV in Infant & Toddler Programs and rarely in
Preschool Programs
 K-Primary TV use – careful & limited

Storage:

Outdoor and indoor storage should be well organized.

 Store materials for children’s use on low, open shelves
 Store restricted materials out of reach and out of sight
 Label shelves

Choosing materials and equipment

 Make sure equipment and materials are safe and of
good quality
 Furniture is appropriate for young children
 Provide individual storage for children
 Low open shelves and comfortable seating for
grownups
 Avoid clutter
 Introduce new and rotate out materials
 Remove damaged items
 Model respect for materials
 When selecting materials choose those that affirm
diversity
Creating interest Areas:

Blocks:
Types: (unit and hollow blocks, large Logos or foam …)

Blocks develop motor coordination and strength, enhance

imagination and provide an opportunity for children to work
together. Children gain experience in abstract
representation that contributes to the ability to read and
write. They can also learn about mathematical relationships.

*One way to ensure productive use of the Hollow block area

is to locate it next to the dramatic play area.

Dramatic Play Area:

 One of the most important activities for young children
 Requires sheltered spaced and simple child-sized
furniture
 *Props for the dramatic play should include items
directly related to the culture and daily life

Areas for Toys and Games:

 Manipulative: give children practice in hand-eye
coordination and help develop small muscles of the
fingers and hands. Children are able to problem solve
and create.

Sensory Area:
 *Sensory Materials include water, sand, mud, dough
and clay. Dry materials can also be included, (i.e. rice,
beans, oatmeal, gravel …).
 Children can learn about the properties of substance
though pouring, feeling and mixing.
Art Area:
 Provides the opportunities for creating expression,
problem solving, physical and sensory development

Library Area:
 The best way to help children learn the joy of reading
and become motivated to red is to have good books
available and to read to the children often.
 They need an uncrowned book shelf at their eye level
 Have books though out the room

Writing Area:
 A center where the children can explore, write
messages and stories and illustrate their writing.

Computer or technology Center:

 Soft-ware needs to be age appropriate

Discover Centers:
 *Children solve problems based on observation and
manipulation of object or items studied.
 Science, math, and social studies can be incorporated
in this center.

*When planning a learning environment, you need to

consider what you want the space and the equipment to
communicate to the children. What kind of experience you
want them to have?
Note: Look at the room from a child point of view.
 *Children’s need for privacy can best be provided for be
the creation of a private space in your class.
 Let the class environment change as your class
changes. This will stimulate growth and continued
interest in play areas.