Jonti-Craft Complete KYDZ Classroom
Customer Reviews
Test Your Classroom I.Q.
Q. Where’s the best place to put a teachers’ desk – and why?
A. The teachers’ desk should be near the door to monitor who comes and goes for security.
Q. What’s the smartest place to situate a reading area?
A. Reading nooks should be placed near windows for natural light.
Q. Can you indentify the ideal location for lockers?
A. Lockers should be placed near the door to keep the weather (mud) from being tracked through the entire room.
Q. What’s another use for storage units besides storage?
A. Storage units can do double-duty as dividers to separate different areas of the room.
Q. Why should art easels and sensory tables be near each other?
A. Placing messy activities near each other (near a sink if possible) will help keep the room more tidy.
Q. Can you name the best activities to place next to a dramatic play area?
A. Keep noisy, interactive areas adjacent to each other (i.e., blocks or music near dramatic play)
***
BASIC PREMISES OF CLASSROOM DESIGN:
the teacher's perspective
by Terri Jo Swim, PH.D.
“The issue is not having space but how it is used.”
(V. Vecchi quoted in Gandini, 1998, p. 165)
PROFESSIONAL DEVELOPMENT
It’s that time of year – Fall. You and the children have settled into the daily routine. The curriculum is in full swing and learning is occurring all around the room. But is it optimal learning? What aspects of your work would you need to consider in addressing this question? Is it about the curricular experiences you have planned?
Or is it about the physical layout of the classroom? Or could it be the types of materials you have provided the children? Or, still, could it be about the relationships you have developed with the children and their families?
Given the importance of the physical environment, this article will consider how the physical environment influences the children’s learning and development. More specifically, the focus of this article is on answering the question: How do teachers create meaningful learning environments for themselves and the children?
This article outlines some basic premises of designing classroom environments from the teacher’s perspective and it is divided into several sections, each addressing a specific question. You should begin to answer each of these questions by reflecting on the age of the children
in your classroom, your program’s philosophy, licensing and accreditation standards, and guidelines for developmentally appropriate practice.
Within each section, you will be introduced to the concept of a “balance of opposites.”
This notion involves thinking about environmental factors that are in opposition to each other, such as messy/dry or pathways/boundaries. But first, a brief discussion about why teachers need to consider the physical environment will be presented.
The Importance of the Physical Environment
Taking the time to reflect on the physical environment is imperative as it is considered the “third” teacher in the classroom (Gandini, 1998). In other words, the environment provides guidance to the children and adults about appropriate behavior. Consider for a moment how your behavior is influenced differently by being in a place of worship, a library, a shopping mall, or a family-dining restaurant. All of these environments send messages
about appropriate behavior. Take, for example, the library with its special sections designated for quiet reading,
small groups to gather and enjoy stories, computer work, and playing with puppets. The way the space and materials are arranged provides clues as to appropriate behavior. The adults responsible for managing the space seldom have to remind others of their expectations; the environment
does it for them. Like the designer of the library environment, your careful planning can assist children with meeting your expectations for the use of the space.
Sketch of Room
Before we investigate how to prepare environments, you need to sketch the basic layout of your classroom including
all attached spaces that you will use throughout the day such as a child bathroom or covered patio area. Also, indicate on your sketch the location of electrical outlets, partitions, and other permanent structures or furniture that cannot be moved (e.g., classroom sink with
surrounding cabinets) as well as the type of floor covering. As you read this article, you will be prompted
to add to your sketch.
An design for preschool children can be found above.
Learning Centers
Given the importance of learning centers, it is assumed in this article that your classroom will be organized into them (Bredekamp & Copple,1997; Isbell & Exelby, 2001). When planning your learning environment, you will
need to consider “how many and what learning centers you should have in your classroom?”
The number and type of learning centers available depends heavily on the size of the classroom and the age of the children.
In general, to maximize choice and minimize conflict over
possessions, a rule of thumb to follow is having one third
more work spaces than the number of children in your classroom (Marion, 2003). To illustrate, if you have 24
school-age children, you will need (24 x 1⁄3)
+ 24 or 32 spaces for working. This might mean including three spaces at the sensory table, two at the easel, four at the art table, four at the writing/homework center, six in blocks/construction, four in dramatic play, four at the discovery center, three in the listening/library area, and two private spots.
Real Objects Versus Open-ended Materials
Children need a balance of novel and familiar materials in the classroom to attract and maintain their attention (see next section for a more in-depth discussion). When children
are engaged with materials and ideas, they have less opportunity to create mischief or misbehave; thus, altering teacher supervision from guidance of behavior to
guidance of learning.
Throughout the early childhood period, young children are learning to use objects as tools for representing their thoughts and theories about how the world works. Therefore, providing a balance of real and open-ended materials promotes cognitive development. Making available real objects such as glass tumblers for drinks during meals, child-size shovels for digging in the garden, or
Navajo pottery for storing paintbrushes, serves two purposes:
1) it demonstrates respect in the children’s
ability to care for objects, and 2) it connects
home and school environments.
The real objects, when in response to the children’s
expressed interests, can facilitate thinking about a particular topic or concept.
Open-ended materials, on the other hand,can be used by the children to expand their understanding of concepts
and demonstrate creative uses of materials (Curtis &
Carter, 2003). Open-ended materials include collected
items such as fabric, cardboard, plastics, pebbles,
shells, or egg cartons and commercially produced
objects such as wooden blocks, animal and people
figurines, or connecting manipulatives. Open-ended
materials can spark, support, and enhance learning and
development in any learning center of the classroom. Neatly
arranging them in baskets or other containers and displaying them on a shelf at the children’s
height will make them easily accessible to
the children (Curtis & Carter, 2003; Isbell
& Exelby, 2001).
Independence Versus Dependence
A primary goal for adults is that children become independent, self-regulated learners. In order for this to occur, teachers must carefully plan the physical environment with this in mind (Marion, 2003). As mentioned above, arranging open-ended materials neatly in baskets and
displaying them on child-size shelves promotes cognitive development. This practice also promotes social and emotional development because the children can independently select the materials they need for their
work and they can more easily clean up before they leave the learning area.
Moreover, modifying the bathroom so that all necessary hand washing supplies can be reached independently facilitates the children’s use of them.
Reflection Questions: What learning centers are you considering or have you already selected for your particular group of children?
How will you explain your choices to the children, families, and your colleagues?
Make a list of the titles or labels for the centers
on the back of your sketch.
Use of Space
An important question to begin your work is “how do I want the children to use this space?” Teachers create environments to promote learning in all of the content areas (e.g., mathematics, sciences, and social
studies) and all areas of development.
Therefore, a basic understanding of child development and learning theories will guide your thinking about how to use your classroom space (Herr & Swim, 2002; Swim, 2004).
Messy Versus Dry
Designing space for daily opportunities of exploring messy materials is a must (Bredekamp & Copple, 1997). These experiences are particularly significant, for the environment is often considered the "third teacher" in
a classroom of young children because they build cognitive structures or schemas (i.e., tightly organized set of ideas about a specific object or situation) through sensorimotor and hands-on, minds-on experiences. Some
typical messy centers include water and/or sensory tables, painting easel, and art. Water play, for example, provides
opportunities for learning about quantity, building vocabulary, and negotiating the sharing of materials.
What does a teacher need to consider when managing messy experiences in a classroom setting? First, placing messy
experiences over vinyl or linoleum flooring allows for ease of clean up when spills occur. Second, placing these experiences near a water source can permit ease of clean
up as well as aid in refilling or adding a new element to an experience. For example, if a sensory table is filled with dry sand, children can transfer water from the source
using pitchers thus transforming the properties of the sand. Third, if a material such as dirt is placed in the sensory table, placing a hand broom and dustpan nearby prompts children to maintain a safe environment.
If you do not have floor covering that is
conducive to messy activities, you will need to be creative in order to provide such valuable learning experiences. Placing newspaper, towels, or a shower curtain
under a sensory table or easel can resolve this issue. Another way to address this challenge is to plan daily experiences outside with messy materials.
Noisy Versus Quiet
Some classroom experiences seem to naturally be noisier than others.
Cooperating and negotiating requires children to interact with one another and, sometimes, interactions can become
heated. However, a teacher’s goal should be to facilitate such interactions so that the children gain necessary perspective-taking and problem-solving skills,
not to stop the interactions or prevent them in the first
place (Marion, 2003).
To manage the environment and facilitate learning, teachers can place noisy areas close together (Bergen, Reid, & Torelli, 2001). Some noisy centers include dramatic play, music and movement, and project work space. Placing these centers adjacent toone another serves two purposes. First, the higher noise levels will be concentrated in a particular section of the room. This
allows children to concentrate better in the quiet areas because there are fewer distractions close by. Second, placing areas together that need more teacher
supervision and support (e.g., assisting children with problem solving) permits the adult to engage in these interactions without constantly being pulled between
noisy centers that were placed in different parts of the room.
Quiet centers consist of the library and listening centers, and private spaces. For your and the children’s mental health, you must provide areas for children to be
alone. These private spaces allow the children to regroup, “charge their batteries,” and gather their thoughts before rejoining others (Honig, 2002, p.
37). Play in other centers, such as manipulatives or science/discovery, fluctuate between quiet and noisy
depending on the type of materials provided and the children’s levels of engagement, thus, making them more
difficult to classify. These areas can be used to transition between the noisy and quiet centers.
When deciding where to place learning centers, teachers also need to consider the needs of the different types of centers.
To illustrate, the music and movement center needs an electrical outlet for a tape or CD player, shelves for musical instruments, baskets for scarves or strips
of fabric, mirrors for observing motions, and space for creative movement and dance. Due to limited resources, teachers often need to maximize the use of
equipment and materials that they do have (Isbell & Exelby, 2001). Locating the music and movement center near the dramatic play area is one way to do this
because these centers can share the mirror and basket of fabric.
Reflection Question: How did you or will you arrange the learning centers you selected for your classroom? Write the names of the centers on your sketch
in the location where you are placing them.
Calm, Safe Learning Environment
Another question that you will encounter in your work is “How can I create a calm, safe environment that provides
stimulating learning experiences?” In this section, we will focus attention on the last
part of this question: “stimulating learning experiences.”
Novel Versus Familiar
Teachers and children deserve to be
surrounded by beautiful objects and
materials that are displayed in an aesthetically
pleasing fashion. Some of these
objects should be part of the environment
on a regular basis while others can be
included to spark interest (Curtis & Carter,
2003). For example, hanging a framed
print of Monet’s sunflowers on the wall
near the easel will create a beautiful
environment for preschool children.
However, surprising the children with a
display of Pueblo Indian pottery will spark
different interest in the easel.
Classroom space should be varied so
that children have the opportunity to
explore different perspectives (Bergen,
Reid, & Torelli, 2001; Curtis & Carter,
2003; Herr & Swim, 2002). To illustrate,
having the ability to change one’s physical
location by climbing up the stairs to a loft
and looking down on a teacher provides a
child with a new view of their world.
Another way that teachers can vary the
space and provoke thinking is through
providing a new display or object to
explore and discuss. When the flooring of
the room has two or more variations, this
provides a natural occurrence of hard versus
soft and warm versus cold. Sitting an
infant on the vinyl or linoleum flooring on
hot summer day will feel cool to the touch,
thus providing them an opportunity to
experience their environment in a new or
different manner.
Another way to conceptualize the familiar
is to create spaces that parallel those
found in home environments. Placing a
couch, rocking chair, and end table with a
light, for example, in the entryway mimics
a living room in a home. Doing this not
only adds warmth and comfort to the
learning environment but it also helps to
create a sense of security at school: our
home away from home (Honig, 2002;
Bergen, Reid, & Torelli, 2001).
Pathways Versus Boundaries
As you are planning your classroom
layout, you need to consider how you will
designate your learning centers. Having
visible boundaries for learning centers
provides children with a clear message for
the use of materials in a particular area.
For ease of supervision, use a variety of
dividers such as short shelving units,
bookcases, transparent fabrics, and sheets
of decorated acrylic.
Transparency, or the ability to see
between centers in the classroom,
facilitates children’s play because they can
make connections between materials in
different centers around the room. Thus,
even though we are designing clear
learning centers, we should be flexible in allowing the children to move materials
that they need from one center to another.
When planning the boundaries for a learning
center, you must carefully consider
how much space to devote to this area.
The noisier areas described above often
require more space than quieter areas (also
described above). This is due to the fact
that these areas tend to elicit more
associate and cooperative play, which
require two or more children at a time.
A teacher also needs to consider
how to utilize open space.
Because we need
gathering
spaces that
can easily accommodate
all of the children and
adults in the room at one time, we
often set aside this space. However,
when the entire group is not using the
space, it can be perceived by children as a
place for “rough and tumble” play
(Marion, 2003). Sharing this location with
the music and movement area is logical
given the space needs of each center.
Pathways into and out of the room as
well as between centers need to be
carefully considered. When children
arrive for the day, they should be able to
gradually enter the classroom and transition
from home to school. Having to walk
to the opposite side of the classroom to
store their belongings in their cubby can
be stressful, especially if they must pass by
noisy centers. When considering
movement between centers,
walking through one center to get
to another can cause children to
be distracted. Do you, for example,
want the children to walk
through the block/construction
area to get to the music center? It
would quickly become evident
from the children’s behavior that
such an arrangement does not
work.
Reflection Question: Add to your
sketch boundaries for your learning
centers. What types of structures will
you use or are you using to
physically divide the space? Mark
also the pathways of how the children
might move between them.
Basic Needs
As you are considering the
educational needs of the
children, you must also dedicate
space for meeting the children’s
basic needs. The question
becomes, “How do I plan the
environment to meet the basic
needs of the children?”
Eating Versus Toileting
Some infant and toddler
classrooms separate the changing
table and food preparation counter with a
small sink. Although this may optimize the
use of counter space on built-in cabinets, it
could jeopardize both the adults’ and the
children’s health. For hygienic purposes,
then, it is imperative that the eating and
toileting areas are separated. Although this
is relatively simple in a preschool,
kindergarten, or school-age classroom, it
may be more difficult for an infant and
toddler classroom because the typical
restroom just does not have enough space
for toilets, sinks, and a changing table.
The need to continually supervise the
children is an issue facing infant and
toddler teachers (Bergen, Reid, & Torelli,
2001). Diapering requires a significant
amount of teacher time during a day. Thus,
for ease of supervision, changing tables
are often placed in the classroom. Where
in the class should they be located?
Placing the changing table next to a water
source promotes good hand washing
practices. You should also position it away
from a wall so that your back is not to the
rest of the children when you are changing
a diaper.
The food area can require a number of
small appliances such as a minirefrigerator
or microwave (per licensing
regulations); therefore, cabinet space near
electrical outlets is very important. For
toddlers and older children, space for
eating can be shared with other areas of
the classroom. For example, the tables that
are used for art can be cleaned and
sanitized when it is snack or mealtime. For
teachers of infants, other issues must be
addressed when planning the environment.
Depending upon your state
regulations, you may or may not need a
separate high chair for each infant.
Moreover, finding storage space when it is
not meal times must be given careful
consideration.
Sleep and Comfort Versus Play
Children and adults need locations to store
PROFESSIONAL DEVELOPMENT
“How do I plan the
environment to meet the
basic needs of the children?”
special items and belongings from home
(Curtis & Carter, 2003). This not only
reaffirms the importance of both environments
but it also facilitates learning to
respect your and others’ belongings.
Switching between environments can be
stressful for people of all ages. Therefore,
plan for comfortable places for children to
make the transition from home to school,
snuggle, relax, and enjoy reunions with
family members (Curtis & Carter, 2003;
Honig, 2002). Couches and rocking
chairs, for example, located in a variety of
classroom areas provide an excellent
avenue for this.
All children need time throughout the
day to rest and rejuvenate. The environment
should be managed to create a calm
relaxing environment during nap or rest
time. Closing blinds on the windows,
plugging in a night light, playing soft
instrumental music, and providing
comfort items for each child (e.g.,
blankets, favorite stuffed animals) might
assist with shifting from play to sleep. You
should also organize the environment to
address the needs of children who require
less sleep during the day. For example,
creating baskets with books, paper and
pencils, or other quiet toys that can be used
by a child lying on a cot or sitting at a table
can meet these children’s need.
Reflection Question: How have I
included on my sketch ample space for
meeting the basic needs of the
children? Where will I store necessary
equipment (e.g., cots or high chairs) when
they are not in use?
On-going Reflection
of Physical Environment
Figure 1 provides an example of a
classroom that has been designed for
preschool children. Although it would be
easy to consider this example “finished”
or “complete,” it is not. How often do you
consider the primary question of this
article, “How do teachers create
meaningful learning environments for
themselves and the children?” If you
cannot recall the last time you reflected on
this question, then you may be thinking
about your environment in a static or
fixed manner. In other words, you may
not be thinking about all the ways that
physical environment impacts the
children’s learning and vice versa. Early
childhood professionals should regularly
revisit this question because the answer is
constantly evolving.
Teachers must continually assess and
respond to the changing developmental
needs and interests of the young children
(Gandini, 2001). For example, with a
group of young infants, a teacher will
provide safe areas for exploring toys and
manipulatives. As the children acquire
gross motor skills, areas and structures for
creeping, crawling, and cruising should
be made available. Moreover, when the
preschool children are
investigating railroads, centers and
materials will reflect this interest. As this
interest evolves into traveling, the number
and types of centers available as well
as the materials available in the classroom
will need to be altered.
Conclusion
This article was designed to help you plan
a classroom environment that meets the
social, emotional, physical, and cognitive
needs of developing children. If you are
new to the profession, I hope that you
have a deeper understanding of the
impact physical environments have on
behavior and learning. If you are a
“seasoned pro,” I hope that this article
prompted you to reflect on your existing
classroom environment. If you are
considering making changes to your
classroom for an already-established
group of children, please think about how
people typically respond to changes in
the physical environment. Changes seem
to be more tolerable for everyone when
they are made a little at a time. Thus, as
you reflect on your physical environment,
you will want to ponder which
changes to make first, second, and so on.
In conclusion, if you want the children
to run across the room, then placing your
centers around the perimeter of the
classroom leaving a large open space in the
middle tells children that this is acceptable.
If you prefer that children wander in and out
of learning centers without becoming
engaged, then provide undefined spaces for
each learning center and/or unclear
pathways between them. If, on the other
hand, you desire the children to work
cooperatively on block constructions, then
offer a raised platform for building in a
space that easily accommodates small
groups of children.
Terri Jo Swim, Ph.D., is an Assistant
Professor of early childhood education
and child development at Indiana
University Purdue University Fort Wayne
(IPFW) in Fort Wayne, IN. She is also the
co-author with Judy Herr of the awardwinning
books Creative Resources for
Infant & Toddlers from Thomson Delmar
Learning (www.delmarlearning.com). Her
research interests include infant-toddler
and preschool curriculum, Reggio Emilia,
and teacher education.
References
Bergen, D., Reid, R., & Torelli, L. (2001).
Educating and caring for very young
children: The infant/toddler curriculum.
NY: Teachers College Press.
Bredekamp, S., & Copple, C. (1997).
(Eds.). Developmentally appropriate
practice in early childhood programs
(rev. ed.). Washington, DC: NAEYC.
Curtis, D., & Carter, M. (2003). Designs for
living and learning: Transforming early
childhood environments. St. Paul, MN:
Redleaf Press.
Gandini, L. (2001). Reggio Emilia:
Experiencing life in an infant-toddler
center. In L. Gandini and C. Edwards,
Bambini: The Italian approach to
infant/toddler care. NY: Teachers
College Press.
Gandini, L. (1998). Educational and
caring spaces. In C. Edwards, L.
Gandini, & G. Forman, The hundred
languages of children: The Reggio
Emilia approach – advanced reflections
(2nd ed.). Westport, CT: Ablex
Publishing.
Herr, J., & Swim, T.J. (2002). Creative
resources for infants and toddlers (2nd
ed.). NY: Delmar Learning.
Honig, A.S. (2002). Secure relationships:
Nurturing infant/toddler attachment in
early care settings. Washington, DC:
NAEYC.
Isbell, R., & Exelby, B. (2001). Early
learning environments that work.
Beltsville, MD: Gryphon House.
Marion, M. (2003). Guidance of young
children (6th ed.). Upper Saddle River,
NJ: Merrill Prentice Hall.
Swim, T.J. (2004). Theories of child
development: Building blocks of
developmentally appropriate practices.
Earlychildhood NEWS, 16 (2), 36-45.
PROFESSIONAL DEVELOPMENT
COMPETENCIES FOR CLASSROOM DESIGN ARTICLE
The Child Development Associates (CDA) competencies that can be used for this article are:
• To establish and maintain a safe, healthy learning environment.
• To ensure a well-run, purposeful program responsive to participant needs.
For more information on the CDA competency requirements, contact the Council for Early Childhood
Recognition at (800) 424-4310.
This article helps meet the following Certified Childcare Professionals (CCP) professional ability areas:
• The ability to establish and maintain a safe, healthy, and nurturing learning environment.
• The ability to establish and maintain a well-run and purposeful early childhood educational environment for children.
For more information on the CCP certification, contact the National Child Care Association at (800) 543-7161.
Reprinted with permission from Earlychildhood NEWS, November/December 2004
(Volume 16, Issue 6) Pages 34-42
Q. Where’s the best place to put a teachers’ desk – and why?
A. The teachers’ desk should be near the door to monitor who comes and goes for security.
Q. What’s the smartest place to situate a reading area?
A. Reading nooks should be placed near windows for natural light.
Q. Can you indentify the ideal location for lockers?
A. Lockers should be placed near the door to keep the weather (mud) from being tracked through the entire room.
Q. What’s another use for storage units besides storage?
A. Storage units can do double-duty as dividers to separate different areas of the room.
Q. Why should art easels and sensory tables be near each other?
A. Placing messy activities near each other (near a sink if possible) will help keep the room more tidy.
Q. Can you name the best activities to place next to a dramatic play area?
A. Keep noisy, interactive areas adjacent to each other (i.e., blocks or music near dramatic play)
***
the teacher's perspective
by Terri Jo Swim, PH.D.
“The issue is not having space but how it is used.”
(V. Vecchi quoted in Gandini, 1998, p. 165)
PROFESSIONAL DEVELOPMENT
It’s that time of year – Fall. You and the children have settled into the daily routine. The curriculum is in full swing and learning is occurring all around the room. But is it optimal learning? What aspects of your work would you need to consider in addressing this question? Is it about the curricular experiences you have planned?
Or is it about the physical layout of the classroom? Or could it be the types of materials you have provided the children? Or, still, could it be about the relationships you have developed with the children and their families?
Given the importance of the physical environment, this article will consider how the physical environment influences the children’s learning and development. More specifically, the focus of this article is on answering the question: How do teachers create meaningful learning environments for themselves and the children?
This article outlines some basic premises of designing classroom environments from the teacher’s perspective and it is divided into several sections, each addressing a specific question. You should begin to answer each of these questions by reflecting on the age of the children
in your classroom, your program’s philosophy, licensing and accreditation standards, and guidelines for developmentally appropriate practice.
Within each section, you will be introduced to the concept of a “balance of opposites.”
This notion involves thinking about environmental factors that are in opposition to each other, such as messy/dry or pathways/boundaries. But first, a brief discussion about why teachers need to consider the physical environment will be presented.
The Importance of the Physical Environment
Taking the time to reflect on the physical environment is imperative as it is considered the “third” teacher in the classroom (Gandini, 1998). In other words, the environment provides guidance to the children and adults about appropriate behavior. Consider for a moment how your behavior is influenced differently by being in a place of worship, a library, a shopping mall, or a family-dining restaurant. All of these environments send messages
about appropriate behavior. Take, for example, the library with its special sections designated for quiet reading,
small groups to gather and enjoy stories, computer work, and playing with puppets. The way the space and materials are arranged provides clues as to appropriate behavior. The adults responsible for managing the space seldom have to remind others of their expectations; the environment
does it for them. Like the designer of the library environment, your careful planning can assist children with meeting your expectations for the use of the space.
Sketch of Room
Before we investigate how to prepare environments, you need to sketch the basic layout of your classroom including
all attached spaces that you will use throughout the day such as a child bathroom or covered patio area. Also, indicate on your sketch the location of electrical outlets, partitions, and other permanent structures or furniture that cannot be moved (e.g., classroom sink with
surrounding cabinets) as well as the type of floor covering. As you read this article, you will be prompted
to add to your sketch.
An design for preschool children can be found above.
Learning Centers
Given the importance of learning centers, it is assumed in this article that your classroom will be organized into them (Bredekamp & Copple,1997; Isbell & Exelby, 2001). When planning your learning environment, you will
need to consider “how many and what learning centers you should have in your classroom?”
The number and type of learning centers available depends heavily on the size of the classroom and the age of the children.
In general, to maximize choice and minimize conflict over
possessions, a rule of thumb to follow is having one third
more work spaces than the number of children in your classroom (Marion, 2003). To illustrate, if you have 24
school-age children, you will need (24 x 1⁄3)
+ 24 or 32 spaces for working. This might mean including three spaces at the sensory table, two at the easel, four at the art table, four at the writing/homework center, six in blocks/construction, four in dramatic play, four at the discovery center, three in the listening/library area, and two private spots.
Real Objects Versus Open-ended Materials
Children need a balance of novel and familiar materials in the classroom to attract and maintain their attention (see next section for a more in-depth discussion). When children
are engaged with materials and ideas, they have less opportunity to create mischief or misbehave; thus, altering teacher supervision from guidance of behavior to
guidance of learning.
Throughout the early childhood period, young children are learning to use objects as tools for representing their thoughts and theories about how the world works. Therefore, providing a balance of real and open-ended materials promotes cognitive development. Making available real objects such as glass tumblers for drinks during meals, child-size shovels for digging in the garden, or
Navajo pottery for storing paintbrushes, serves two purposes:
1) it demonstrates respect in the children’s
ability to care for objects, and 2) it connects
home and school environments.
The real objects, when in response to the children’s
expressed interests, can facilitate thinking about a particular topic or concept.
Open-ended materials, on the other hand,can be used by the children to expand their understanding of concepts
and demonstrate creative uses of materials (Curtis &
Carter, 2003). Open-ended materials include collected
items such as fabric, cardboard, plastics, pebbles,
shells, or egg cartons and commercially produced
objects such as wooden blocks, animal and people
figurines, or connecting manipulatives. Open-ended
materials can spark, support, and enhance learning and
development in any learning center of the classroom. Neatly
arranging them in baskets or other containers and displaying them on a shelf at the children’s
height will make them easily accessible to
the children (Curtis & Carter, 2003; Isbell
& Exelby, 2001).
Independence Versus Dependence
A primary goal for adults is that children become independent, self-regulated learners. In order for this to occur, teachers must carefully plan the physical environment with this in mind (Marion, 2003). As mentioned above, arranging open-ended materials neatly in baskets and
displaying them on child-size shelves promotes cognitive development. This practice also promotes social and emotional development because the children can independently select the materials they need for their
work and they can more easily clean up before they leave the learning area.
Moreover, modifying the bathroom so that all necessary hand washing supplies can be reached independently facilitates the children’s use of them.
Reflection Questions: What learning centers are you considering or have you already selected for your particular group of children?
How will you explain your choices to the children, families, and your colleagues?
Make a list of the titles or labels for the centers
on the back of your sketch.
Use of Space
An important question to begin your work is “how do I want the children to use this space?” Teachers create environments to promote learning in all of the content areas (e.g., mathematics, sciences, and social
studies) and all areas of development.
Therefore, a basic understanding of child development and learning theories will guide your thinking about how to use your classroom space (Herr & Swim, 2002; Swim, 2004).
Messy Versus Dry
Designing space for daily opportunities of exploring messy materials is a must (Bredekamp & Copple, 1997). These experiences are particularly significant, for the environment is often considered the "third teacher" in
a classroom of young children because they build cognitive structures or schemas (i.e., tightly organized set of ideas about a specific object or situation) through sensorimotor and hands-on, minds-on experiences. Some
typical messy centers include water and/or sensory tables, painting easel, and art. Water play, for example, provides
opportunities for learning about quantity, building vocabulary, and negotiating the sharing of materials.
What does a teacher need to consider when managing messy experiences in a classroom setting? First, placing messy
experiences over vinyl or linoleum flooring allows for ease of clean up when spills occur. Second, placing these experiences near a water source can permit ease of clean
up as well as aid in refilling or adding a new element to an experience. For example, if a sensory table is filled with dry sand, children can transfer water from the source
using pitchers thus transforming the properties of the sand. Third, if a material such as dirt is placed in the sensory table, placing a hand broom and dustpan nearby prompts children to maintain a safe environment.
If you do not have floor covering that is
conducive to messy activities, you will need to be creative in order to provide such valuable learning experiences. Placing newspaper, towels, or a shower curtain
under a sensory table or easel can resolve this issue. Another way to address this challenge is to plan daily experiences outside with messy materials.
Noisy Versus Quiet
Some classroom experiences seem to naturally be noisier than others.
Cooperating and negotiating requires children to interact with one another and, sometimes, interactions can become
heated. However, a teacher’s goal should be to facilitate such interactions so that the children gain necessary perspective-taking and problem-solving skills,
not to stop the interactions or prevent them in the first
place (Marion, 2003).
To manage the environment and facilitate learning, teachers can place noisy areas close together (Bergen, Reid, & Torelli, 2001). Some noisy centers include dramatic play, music and movement, and project work space. Placing these centers adjacent toone another serves two purposes. First, the higher noise levels will be concentrated in a particular section of the room. This
allows children to concentrate better in the quiet areas because there are fewer distractions close by. Second, placing areas together that need more teacher
supervision and support (e.g., assisting children with problem solving) permits the adult to engage in these interactions without constantly being pulled between
noisy centers that were placed in different parts of the room.
Quiet centers consist of the library and listening centers, and private spaces. For your and the children’s mental health, you must provide areas for children to be
alone. These private spaces allow the children to regroup, “charge their batteries,” and gather their thoughts before rejoining others (Honig, 2002, p.
37). Play in other centers, such as manipulatives or science/discovery, fluctuate between quiet and noisy
depending on the type of materials provided and the children’s levels of engagement, thus, making them more
difficult to classify. These areas can be used to transition between the noisy and quiet centers.
When deciding where to place learning centers, teachers also need to consider the needs of the different types of centers.
To illustrate, the music and movement center needs an electrical outlet for a tape or CD player, shelves for musical instruments, baskets for scarves or strips
of fabric, mirrors for observing motions, and space for creative movement and dance. Due to limited resources, teachers often need to maximize the use of
equipment and materials that they do have (Isbell & Exelby, 2001). Locating the music and movement center near the dramatic play area is one way to do this
because these centers can share the mirror and basket of fabric.
Reflection Question: How did you or will you arrange the learning centers you selected for your classroom? Write the names of the centers on your sketch
in the location where you are placing them.
Calm, Safe Learning Environment
Another question that you will encounter in your work is “How can I create a calm, safe environment that provides
stimulating learning experiences?” In this section, we will focus attention on the last
part of this question: “stimulating learning experiences.”
Novel Versus Familiar
Teachers and children deserve to be
surrounded by beautiful objects and
materials that are displayed in an aesthetically
pleasing fashion. Some of these
objects should be part of the environment
on a regular basis while others can be
included to spark interest (Curtis & Carter,
2003). For example, hanging a framed
print of Monet’s sunflowers on the wall
near the easel will create a beautiful
environment for preschool children.
However, surprising the children with a
display of Pueblo Indian pottery will spark
different interest in the easel.
Classroom space should be varied so
that children have the opportunity to
explore different perspectives (Bergen,
Reid, & Torelli, 2001; Curtis & Carter,
2003; Herr & Swim, 2002). To illustrate,
having the ability to change one’s physical
location by climbing up the stairs to a loft
and looking down on a teacher provides a
child with a new view of their world.
Another way that teachers can vary the
space and provoke thinking is through
providing a new display or object to
explore and discuss. When the flooring of
the room has two or more variations, this
provides a natural occurrence of hard versus
soft and warm versus cold. Sitting an
infant on the vinyl or linoleum flooring on
hot summer day will feel cool to the touch,
thus providing them an opportunity to
experience their environment in a new or
different manner.
Another way to conceptualize the familiar
is to create spaces that parallel those
found in home environments. Placing a
couch, rocking chair, and end table with a
light, for example, in the entryway mimics
a living room in a home. Doing this not
only adds warmth and comfort to the
learning environment but it also helps to
create a sense of security at school: our
home away from home (Honig, 2002;
Bergen, Reid, & Torelli, 2001).
Pathways Versus Boundaries
As you are planning your classroom
layout, you need to consider how you will
designate your learning centers. Having
visible boundaries for learning centers
provides children with a clear message for
the use of materials in a particular area.
For ease of supervision, use a variety of
dividers such as short shelving units,
bookcases, transparent fabrics, and sheets
of decorated acrylic.
Transparency, or the ability to see
between centers in the classroom,
facilitates children’s play because they can
make connections between materials in
different centers around the room. Thus,
even though we are designing clear
learning centers, we should be flexible in allowing the children to move materials
that they need from one center to another.
When planning the boundaries for a learning
center, you must carefully consider
how much space to devote to this area.
The noisier areas described above often
require more space than quieter areas (also
described above). This is due to the fact
that these areas tend to elicit more
associate and cooperative play, which
require two or more children at a time.
A teacher also needs to consider
how to utilize open space.
Because we need
gathering
spaces that
can easily accommodate
all of the children and
adults in the room at one time, we
often set aside this space. However,
when the entire group is not using the
space, it can be perceived by children as a
place for “rough and tumble” play
(Marion, 2003). Sharing this location with
the music and movement area is logical
given the space needs of each center.
Pathways into and out of the room as
well as between centers need to be
carefully considered. When children
arrive for the day, they should be able to
gradually enter the classroom and transition
from home to school. Having to walk
to the opposite side of the classroom to
store their belongings in their cubby can
be stressful, especially if they must pass by
noisy centers. When considering
movement between centers,
walking through one center to get
to another can cause children to
be distracted. Do you, for example,
want the children to walk
through the block/construction
area to get to the music center? It
would quickly become evident
from the children’s behavior that
such an arrangement does not
work.
Reflection Question: Add to your
sketch boundaries for your learning
centers. What types of structures will
you use or are you using to
physically divide the space? Mark
also the pathways of how the children
might move between them.
Basic Needs
As you are considering the
educational needs of the
children, you must also dedicate
space for meeting the children’s
basic needs. The question
becomes, “How do I plan the
environment to meet the basic
needs of the children?”
Eating Versus Toileting
Some infant and toddler
classrooms separate the changing
table and food preparation counter with a
small sink. Although this may optimize the
use of counter space on built-in cabinets, it
could jeopardize both the adults’ and the
children’s health. For hygienic purposes,
then, it is imperative that the eating and
toileting areas are separated. Although this
is relatively simple in a preschool,
kindergarten, or school-age classroom, it
may be more difficult for an infant and
toddler classroom because the typical
restroom just does not have enough space
for toilets, sinks, and a changing table.
The need to continually supervise the
children is an issue facing infant and
toddler teachers (Bergen, Reid, & Torelli,
2001). Diapering requires a significant
amount of teacher time during a day. Thus,
for ease of supervision, changing tables
are often placed in the classroom. Where
in the class should they be located?
Placing the changing table next to a water
source promotes good hand washing
practices. You should also position it away
from a wall so that your back is not to the
rest of the children when you are changing
a diaper.
The food area can require a number of
small appliances such as a minirefrigerator
or microwave (per licensing
regulations); therefore, cabinet space near
electrical outlets is very important. For
toddlers and older children, space for
eating can be shared with other areas of
the classroom. For example, the tables that
are used for art can be cleaned and
sanitized when it is snack or mealtime. For
teachers of infants, other issues must be
addressed when planning the environment.
Depending upon your state
regulations, you may or may not need a
separate high chair for each infant.
Moreover, finding storage space when it is
not meal times must be given careful
consideration.
Sleep and Comfort Versus Play
Children and adults need locations to store
PROFESSIONAL DEVELOPMENT
“How do I plan the
environment to meet the
basic needs of the children?”
special items and belongings from home
(Curtis & Carter, 2003). This not only
reaffirms the importance of both environments
but it also facilitates learning to
respect your and others’ belongings.
Switching between environments can be
stressful for people of all ages. Therefore,
plan for comfortable places for children to
make the transition from home to school,
snuggle, relax, and enjoy reunions with
family members (Curtis & Carter, 2003;
Honig, 2002). Couches and rocking
chairs, for example, located in a variety of
classroom areas provide an excellent
avenue for this.
All children need time throughout the
day to rest and rejuvenate. The environment
should be managed to create a calm
relaxing environment during nap or rest
time. Closing blinds on the windows,
plugging in a night light, playing soft
instrumental music, and providing
comfort items for each child (e.g.,
blankets, favorite stuffed animals) might
assist with shifting from play to sleep. You
should also organize the environment to
address the needs of children who require
less sleep during the day. For example,
creating baskets with books, paper and
pencils, or other quiet toys that can be used
by a child lying on a cot or sitting at a table
can meet these children’s need.
Reflection Question: How have I
included on my sketch ample space for
meeting the basic needs of the
children? Where will I store necessary
equipment (e.g., cots or high chairs) when
they are not in use?
On-going Reflection
of Physical Environment
Figure 1 provides an example of a
classroom that has been designed for
preschool children. Although it would be
easy to consider this example “finished”
or “complete,” it is not. How often do you
consider the primary question of this
article, “How do teachers create
meaningful learning environments for
themselves and the children?” If you
cannot recall the last time you reflected on
this question, then you may be thinking
about your environment in a static or
fixed manner. In other words, you may
not be thinking about all the ways that
physical environment impacts the
children’s learning and vice versa. Early
childhood professionals should regularly
revisit this question because the answer is
constantly evolving.
Teachers must continually assess and
respond to the changing developmental
needs and interests of the young children
(Gandini, 2001). For example, with a
group of young infants, a teacher will
provide safe areas for exploring toys and
manipulatives. As the children acquire
gross motor skills, areas and structures for
creeping, crawling, and cruising should
be made available. Moreover, when the
preschool children are
investigating railroads, centers and
materials will reflect this interest. As this
interest evolves into traveling, the number
and types of centers available as well
as the materials available in the classroom
will need to be altered.
Conclusion
This article was designed to help you plan
a classroom environment that meets the
social, emotional, physical, and cognitive
needs of developing children. If you are
new to the profession, I hope that you
have a deeper understanding of the
impact physical environments have on
behavior and learning. If you are a
“seasoned pro,” I hope that this article
prompted you to reflect on your existing
classroom environment. If you are
considering making changes to your
classroom for an already-established
group of children, please think about how
people typically respond to changes in
the physical environment. Changes seem
to be more tolerable for everyone when
they are made a little at a time. Thus, as
you reflect on your physical environment,
you will want to ponder which
changes to make first, second, and so on.
In conclusion, if you want the children
to run across the room, then placing your
centers around the perimeter of the
classroom leaving a large open space in the
middle tells children that this is acceptable.
If you prefer that children wander in and out
of learning centers without becoming
engaged, then provide undefined spaces for
each learning center and/or unclear
pathways between them. If, on the other
hand, you desire the children to work
cooperatively on block constructions, then
offer a raised platform for building in a
space that easily accommodates small
groups of children.
Terri Jo Swim, Ph.D., is an Assistant
Professor of early childhood education
and child development at Indiana
University Purdue University Fort Wayne
(IPFW) in Fort Wayne, IN. She is also the
co-author with Judy Herr of the awardwinning
books Creative Resources for
Infant & Toddlers from Thomson Delmar
Learning (www.delmarlearning.com). Her
research interests include infant-toddler
and preschool curriculum, Reggio Emilia,
and teacher education.
References
Bergen, D., Reid, R., & Torelli, L. (2001).
Educating and caring for very young
children: The infant/toddler curriculum.
NY: Teachers College Press.
Bredekamp, S., & Copple, C. (1997).
(Eds.). Developmentally appropriate
practice in early childhood programs
(rev. ed.). Washington, DC: NAEYC.
Curtis, D., & Carter, M. (2003). Designs for
living and learning: Transforming early
childhood environments. St. Paul, MN:
Redleaf Press.
Gandini, L. (2001). Reggio Emilia:
Experiencing life in an infant-toddler
center. In L. Gandini and C. Edwards,
Bambini: The Italian approach to
infant/toddler care. NY: Teachers
College Press.
Gandini, L. (1998). Educational and
caring spaces. In C. Edwards, L.
Gandini, & G. Forman, The hundred
languages of children: The Reggio
Emilia approach – advanced reflections
(2nd ed.). Westport, CT: Ablex
Publishing.
Herr, J., & Swim, T.J. (2002). Creative
resources for infants and toddlers (2nd
ed.). NY: Delmar Learning.
Honig, A.S. (2002). Secure relationships:
Nurturing infant/toddler attachment in
early care settings. Washington, DC:
NAEYC.
Isbell, R., & Exelby, B. (2001). Early
learning environments that work.
Beltsville, MD: Gryphon House.
Marion, M. (2003). Guidance of young
children (6th ed.). Upper Saddle River,
NJ: Merrill Prentice Hall.
Swim, T.J. (2004). Theories of child
development: Building blocks of
developmentally appropriate practices.
Earlychildhood NEWS, 16 (2), 36-45.
PROFESSIONAL DEVELOPMENT
COMPETENCIES FOR CLASSROOM DESIGN ARTICLE
The Child Development Associates (CDA) competencies that can be used for this article are:
• To establish and maintain a safe, healthy learning environment.
• To ensure a well-run, purposeful program responsive to participant needs.
For more information on the CDA competency requirements, contact the Council for Early Childhood
Recognition at (800) 424-4310.
This article helps meet the following Certified Childcare Professionals (CCP) professional ability areas:
• The ability to establish and maintain a safe, healthy, and nurturing learning environment.
• The ability to establish and maintain a well-run and purposeful early childhood educational environment for children.
For more information on the CCP certification, contact the National Child Care Association at (800) 543-7161.
Reprinted with permission from Earlychildhood NEWS, November/December 2004
(Volume 16, Issue 6) Pages 34-42
Copyright © 2002- Madison Art Shop™ LLC. All Rights Reserved.
