What can teachers do to make the classroom environment more conducive to children’s learning and development?
Page 2: Physical Environment
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), a framework that helps teachers design accessible, challenging learning experiences that work for all children. To make the classroom more accessible and challenging for everyone, the teacher might provide books at different reading levels, place materials within easy reach on a shelf, or create ample space so that a child who uses a wheelchair can maneuver around the classroom.
When they set out to design an effective physical environment, teachers should consider the environment’s various aspects. Once they have selected child-sized, age-appropriate furnishings, teachers should then think about each of the following.
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 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.
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 developmentally appropriate for 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. Additionally, teachers should keep in mind the following considerations when selecting and placing materials:
developmentally appropriate
glossary
- 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
- Making available materials that facilitate independent and social play
- Having centers organized and ready to go when children arrive
- Making sure the materials represent the different backgrounds and experiences of the children
- Placing heavier items on lower shelves so that children do not get hurt when they take them down
- 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 to promote children’s interests and to keep the materials novel
In this interview, Erica Roy shares considerations for placing materials so that they are accessible for students.
Erica Roy
Kindergarten teacher
(time: 1:29)
Transcript: Erica Roy
Thinking about materials, the most important things that I consider are, Are students able to access them themselves as independently as possible? I try to clearly label everything in the classroom. We have an art station that has labels for every single material with a picture and the word so students can either read it or they can use the picture to help. It’s also very important to have it at their level, especially in the early childhood space. We really want to encourage them to be independent. And if things are not in their reach, then that makes it a lot trickier. At least me, personally, I would love them to able to move freely throughout the classroom and have what they need without needing my consistent help. I just feel like that really helps build their confidence and also supports all different types of learners. And again, when materials aren’t clearly labeled or not in their reach, I think it’s easy for students to disengage or, on the other side, become overly reliant on adult support. When I’ve designed my classroom, I would be on my knees looking at things to make sure that they would be okay for them and their height. And I think that’s a really good strategy to use. I noticed whenever there is something new, all my students are like, “What’s that? Why is that there? What’s that about?” which is great. It tells me that they are using the visuals and things around the room as tools.
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., handwashing)—help young children to know what to do and how 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 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 children and their community
- Labeling centers and frequently used materials in 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
In this interview, Erica Roy discusses the design and display of visual materials in her classroom.
Erica Roy
Kindergarten teacher
(time: 2:04)
Transcript: Erica Roy
The design of my visuals and posters and things like that are extremely important, especially in an early childhood environment. It can be very tempting to have a very bright and colorful classroom with lots of decorations up. I’ve learned how that can be a distraction for some students and even overwhelming for some students. I think it’s important to use visuals in a way that they are purposeful, so I don’t keep things up in my classroom if they don’t have a function. Things that are up in the room are directly related to our curriculum, so we have a number corner that we are required to have, a sound wall that we’re required to have. But aside from that, we have visual reminders, which also help reinforce routines for students. Our visuals also use clear images, making it accessible, again, to all students. I think it’s also important—especially when you’re designing the environment ahead of time—to really make it intentional and share these with students and have a time that you talk about what’s on the walls and why are they there and how can they be used as tools because I think if we lose that aspect or we have too many things up that are just decoration, it just adds more clutter to the classroom and it can become over stimulating for some students, especially students that are looking for those visuals to help them progress throughout their day. I also think it’s important to include students’ families in the physical environment. I think it helps build stronger connections between home and school and also helps create a sense of belonging for students when they see that their identities and experiences are valued. So one way that I do this is by asking families to share pictures. I allow my students to bring in things from home that can be displayed in our classroom and that stay up throughout the whole year in a space that they can access that’s at their level. That way they can see themselves reflected in the space and they feel that sense of belonging.
When designing 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 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.
- The needs of children who are visually impaired can be addressed by strategically using lighting to help them engage with the classroom materials.
In this interview, Erica Roy discusses lighting and sound considerations for her classroom.
Erica Roy
Kindergarten teacher
(time: 1:34)
Transcript: Erica Roy
When designing the physical environment, I think about lighting and sound. I think that although these can seem to be smaller things, they do have a huge impact. I think having the natural light is really important for them. If it’s too dark, I think students get disengaged. And also, right now my classroom has extremely bright lights and that has been over stimulating sometimes for some of my students and for me as well. You’re not always given the most perfect space to work with. A lot of times you have to be flexible, and so right now we’re kind of playing with the natural light and keeping our blinds open versus the overhead light—because that is extremely bright. But again, I think some students can be very sensitive to extremely bright lights. Or too dark also means nap time for a lot of students, too, so there is a happy medium to find there. And then with sounds, I really love to have calm music in our classroom, but that also changes year to year as I get to know my students. One thing I’ve also really loved are nature sounds while we work. Things that help keep all students calm and help aid our focus versus very loud music or loud noises within the classroom could be very distracting and also could be very overwhelming or anxiety provoking for some students even.
For Your Information
To help prevent challenging behavior:
- Minimize large open spaces in which children can run
- Provide enough materials within the centers so that children do not have to compete for them
- Use visual and environmental cues to help children know what to do
Including Families
Teachers can collaborate with families to create a physical environment that reflects the importance of those families and that promotes a sense of belonging. They can do this by:
- Creating a family communication board and welcome area in the room to share information
- Requesting family pictures to be displayed throughout the classroom and the early childhood center
- Asking families to provide resources that are representative of materials and objects their children use at home
- Ensuring the backgrounds and experiences of the families within the program, as well as other families throughout the world, are represented through things such as artifacts, artwork, posters, toys, and puzzles
Including Children with Disabilities
Teachers need to ensure that young children with disabilities are able to fully access and participate in learning experiences. For example, they can do this by:
Providing supportive and flexible seating to meet children’s needs (e.g., making sure the children’s feet touch the floor, providing a sensory cushion, having beanbag chairs available)
xsensory cushion
glossary
- Putting squares or pictures on the floor to indicate where children should line up or sit
- Modifying materials, such as markers, to make them easier for children with motor difficulties to hold (e.g., using pencil grips)
- Providing specialized equipment (e.g., built-up handled spoons, adaptive scissors) as recommended by an occupational therapist or physical therapist to help children be more independent
- Making room for specialized equipment (e.g., walker) or assistive technology (e.g., communication board)
- Creating individualized visual materials to help children take part in daily routines (e.g., flip book)
assistive technology (AT)
glossary
communication board
glossary
flip book
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In these interviews, Ilene Schwartz talks about the concept of Universal Design for Learning in an early childhood environment and Erica Roy discusses how she applies UDL principles.
Ilene Schwartz, PhD
Professor Emeritus, Special Education
Former Director, Haring Center for Research
and Training in Inclusive Education
University of Washington
(time: 1:42)
Erica Roy
Kindergarten teacher
(time: 2:06)
Transcript: Ilene Schwartz, PhD
When we think about Universal Design for Learning, one of the most simple ways to think about that is that there are multiple ways to solve a problem, multiple ways to address a problem, multiple ways to get to the core of what we’re trying to accomplish. And that’s so important when we think about environments. The best example for this is when we think about how our society now uses curb cuts. Curb cuts and rounds were developed and are mandated for people who use wheelchairs or have other kinds of mobility challenges. But anyone with a stroller or a rolling suitcase can appreciate how much they benefit from those rounds or curb cuts. The same happens in an early childhood environment. We may put carpet squares out at circle time to help some children understand where their body needs to be, but those carpet squares can benefit all children. We may label every cubby in the classroom where everything needs to go. Those labels help children who are learning to read, those who are learning English. They can have benefits for all kinds of children. So one of the things when we think about Universal Design for Learning is that supports that we put in place for some children may benefit all children and may even benefit them in ways that we don’t understand.
Transcript: Erica Roy
In order for students to be successful and stay engaged in school, I think the physical environment is extremely important. In my classroom, I have all different kinds of students with all different abilities and with a wide range of needs. I think Universal Design for Learning is really valuable in ensuring that the classroom is going to be a space of belonging and a safe, comfortable space for all students. When setting up the classroom environment and thinking about the arrangement of different furnishings, something that’s really important to me is to have open space and also to have defined spaces within the classroom. I think when the space is more open, it helps all students move freely throughout the classroom. There might be wheelchairs in the classroom or things of that nature that students might need for mobility. I try to make sure that there are no barriers so that all students can move freely in the classroom. I also think having clearly defined spaces is helpful for students to get what they need: Having a calming area for students to go when they need a break and for students to know that that’s the space that they can access at any point throughout the day and then a clearly designated space for play and for learning, like our table work, helps students know where they belong and what’s expected of them in that certain space. If the physical environment is not considered in the classroom design, a space can easily become too cluttered, which can cause overwhelming feelings for students. It can impact focus and engagement. It can even cause some sensory sensitivities as well. And again, if it’s not accessible for all students, then some students wouldn’t feel like they belong. I feel like that would make them not feel as excited about school, not feel as motivated for school, not feel as welcome or valued in the classroom. So I think considering the physical environment is extremely important.
Additional Considerations for Infants and Young Toddlers
Teachers have a great deal of control over what infants and young toddlers (i.e., birth through 24 months) experience in the physical environment. This is at least in part due to infants and young toddlers depending on adults for their mobility. Because of this, arranging a classroom for infants and toddlers requires some specific considerations in addition to those described above. These include:
- Keeping all appropriate materials in the environment accessible to infants and toddlers so that they can explore on their own and therefore develop independence and initiative
- Creating spaces where children can crawl and walk. Self-initiated movement is essential to a young child’s emotional development. Crawling to a desired toy and picking it up helps a young child develop feelings of self-confidence and achievement.
- Providing safe lofts and climbing structures to support the development of motor skills
Listen as Rob Corso explains why it is so important for teachers to create a nurturing and responsive environment for infants and toddlers (time: 1:31).
Rob Corso, PhD
Executive Director, Pyramid Model Consortium
Vanderbilt University
Transcript: Rob Corso, PhD
The key for effective environments for infants and young toddlers is really to embrace the concept of nurturing and responsive caregiving, which is a combination of relationships in the environment. The adult behaviors lay the foundation for healthy development of infants and young children. The environment and the curriculum are really blended together for how well caregivers can be responsive for the daily routines of mealtime, nap time, diaper changing. So how conducive the environment is for caregivers to be able to respond quickly and appropriately to the needs of infants and young children is really the core of what makes something a high-quality environment. In addition, for infants and young children, high-quality environments have to have spaces for them to explore freely and safely in ways that are interesting and engaging, calm, and can promote interactions between adults and children, as well as children and other children. The environment for infants and young children is all about how to make sure caregivers can form close and secure relationships with the children. When adults are caring and responsive and consistent, infants and young children learn that they’re valued and that the world is satisfying and predictable, so this is really all part of the environment for infants and young children.
Research Shows
A review of 88 studies of early childhood physical environments suggests factors that positively impact children’s development:
- Clean and safe space—Safe and healthy environments promote children’s development.
- A variety of spaces and materials—These can facilitate exploration and discovery, engagement, and social interactions.
- Appropriate materials—Providing developmentally appropriate books and materials can improve cognitive skills.
- Defined spaces—Spaces with a theme (e.g., kitchen area) encourage extended learning and cooperative play.
- Cozy spaces—Providing a space for students to have some alone or intimate time can promote emotional development.
- Outdoor spaces—When these spaces have defined play areas and appropriate materials, children are more likely to engage in activities that they are interested in and to make their own rules. This can facilitate and encourage choice-making, problem-solving, and self-regulation skills and promote positive interactions among children.
(Berti et al., 2019)
A study of preschool children indicates that the quality of the physical environment (space, furnishing, materials) was correlated with improved academic and literacy skills for those who were classified as socially and economically at risk.
(Mashburn, 2008)
| Examples of a High-Quality and a Less Supportive Environment | |
| High-Quality | Less Supportive |
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In this high-quality environment:
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In this less-supportive environment:
* Note: This teacher might need more open space if a child uses a wheelchair. If this is the case, decisions regarding space must be carefully considered, taking into account the children in the classroom. |
Activity
Review the picture of the preschool classroom below and discuss the strengths of the physical arrangement, as well as some possible changes you could make to improve it.
Strengths:
- Sufficient number of centers
- Utilizes the bookshelves, easels, and other furniture to break the room into small centers
- A large variety and quantity of materials are available and accessible to children, allowing them to play independently or work in small groups
- Visuals placed at eye-level
Needs improvement:
- Centers could be better defined to limit open spaces
- Create a quiet area with soft materials (e.g., rug, pillows, beanbag chairs)
- Post family pictures on the walls at eye level
- Make sure space allows for full participation and access for all children
- Add labels to identify centers
- Increase natural lighting (if possible)
