EARLY LEARNING ENVIRONMENT LESSON 6

LESSON TITLE: PHYSICAL ENVIRONMENT

LESSON OBJECTIVES:
At the end of the lesson, the students should be able to;

1. discuss the meaning of physical arrangement of a classroom

2. enumerate the factors to consider in preparing a classroom
3. plan the learning environment to maintain healthy and safet
CONCEPT MAP:

Selection
Arrangement and
of Furnishing
and Floor placement
Coverings of
Materials
Physical
Environment

Design and
display of Lighting
visual and sound
materials

CONCEPT NOTES:
I. Definition

The Physical Environment refers to the external surroundings and conditions in

which we live and which influence a person's health. The physical environment
comprises all the different factors of nature, including air, trees, natural
vegetation, lakes, and the ocean.

The term physical environment refers to the overall design and layout of a

given classroom and its learning centers. Teachers should design the
environment by organizing its spaces, furnishings, and materials to
maximize the learning opportunities and the engagement of every child. To
effectively do so, teachers can apply a concept known as Universal Design
for Learning (UDL), which stresses that the environment and its materials
in it should be accessible to everyone. Creating this accessibility might
involve providing books at different reading levels, placing materials
within easy reach on a shelf, or creating ample space so that a child who
uses a wheelchair can maneuver around the classroom.
EARLY LEARNING ENVIRONMENT LESSON 6
ARRANGEMENT OF FURNISHING AND FLOOR COVERINGS

A well-designed physical environment has different activity areas with

clear, physical, and visual boundaries, defined by the furnishings and
floor coverings. These furnishings and floor coverings should create spaces
that are comfortable and that lend themselves to their intended purpose.
For example, a block area might have bookshelves to set it off as a block
center, and carpeting or foam flooring to muffle the sound when blocks fall
on the floor. Also, the library area should have a soft, comfortable floor
covering for young children and adults to sit on while they look at the
books. When they arrange furnishings, teachers should:

 Make sure that all children are visible to adults and that adults are
visible to children, to ensure proper supervision.
 Design areas with spaces for children to work and play independently or
in small groups, and to gather as a community.
 Establish clear boundaries to indicate where the center space begins and
ends.
 Consider the location of centers. Centers with high activity levels
(e.g., block centers, dramatic play areas, music centers) should not be
located close to centers with quieter activities (e.g., listening
centers, computer areas).
 Consider the number and size of centers. Make sure there is enough room
that children can be engaged without being crowded.
 Create cozy, private spaces. Create safe spaces where children can
retreat to rest, observe, and recharge emotionally throughout the day.

SELECTION AND PLACEMENT OF MATERIALS

Another aspect of the physical environment includes the selection and placement of
materials. The selection of materials includes choosing toys and other physical
objects that are age- and developmentally appropriate, as well as linguistically and
culturally relevant, for the young children in the classroom. For example, the block
area should include a variety of blocks to allow children with varying motor skills
to manipulate them, and these materials should be placed so that they are easily
accessed. Teachers should also take care when it comes to:

 Organizing materials and keeping them in appropriate places (e.g., art materials
in art center, sensory table near sink), taking into consideration children’s
development of independence skills.
 Providing enough materials within the centers so that children can be engaged and
not arguing over limited resources.
 Having centers organized and ready to go when children arrive.
 Making sure the materials represent the diversity and the ability levels of the
children.
 Placing heavier items on lower shelves so that children do not get hurt when they
take them down.
EARLY LEARNING ENVIRONMENT LESSON 6
 Providing safe play items that offer developmentally appropriate challenges to
promote the growth of problem-solving skills.
 Encouraging children to help make decisions about materials.
 Rotating materials both to promote children’s interest and to keep the materials
novel.

DESIGN AND DISPLAY OF VISUAL MATERIALS

Another important aspect of the physical environment is the design and

display of visual materials. Visual material— such as posters for
displaying classroom rules, daily schedules, and steps to complete a
routine (e.g., hand washing)—help young children to know what to do and to
better understand their environments. For example, in the block area, the
teacher can label the center and use visuals of the different blocks to
indicate where they belong on the shelves. This can aid the children when
the time comes to clean up the center. Other considerations include:

 Displaying children’s work so that they can take pride in it and can
feel a sense of ownership of the room. Doing this also offers
opportunities for language development: When children talk about their
work or comment on other children’s work, teachers can use these
opportunities to build their language skills.
 Posting visuals at the eye-level of children so that they can see them.
 Using visuals to indicate when a center is closed (e.g., visual prompts
such as sheets or blankets, circles with a slash through them).
 Displaying materials that are representative of the environment’s
diversity (e.g., culture, disability, language, family structures).
 Labeling centers and frequently used materials in languages that
represent the home languages of the children in the classroom.
 Having children bring in pictures of their families for display in the
classroom so that they feel comfortable and at home in their
environment.

LIGHTING AND SOUND

When they design the physical environment, teachers should also consider
its lighting and sound. Teachers can use lighting and sound to create a
comfortable environment that is conducive to the different activities that
occur throughout the day. For example, so that children can engage in both
quiet and more active play activities during center time, the block area
can be carpeted to reduce noise. Teachers can also keep in mind:

 Natural lighting, or light from windows, is best when available.

 Lighting can be used to create moods (e.g., small lamps in home living
areas to resemble a home environment).
 Using flooring materials that muffles sound can reduce noise from active
centers. Chairs with rubber leg bottoms or chairs with tennis balls over
EARLY LEARNING ENVIRONMENT LESSON 6
metal bottoms can also help to reduce sound, as can wall hangings,
drapes, and soft furnishings.
 Because some children are sensitive to loud sounds and bright lights,
teachers might need to find ways to minimize noise and to create a dimly
lit space for them.
EARLY LEARNING ENVIRONMENT LESSON 6

REFERENCES:

 https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/ https://childcare.extension.org/things-to-
consider-when-planning-for-physical-activities-in-child-care/

STUDENT’S ACTIVITY 6
Name: ______________________________ Time Submitted: ___________
Directions: Read and answer the following questions below.
1. What have you learned about the physical arrangement of the room to become
more conducive in learning?
2. Post picture of an ideal learning areas.
3. What are the materials that can be found inside an ideal classroom/ learning
area?