What General Principles Should Guide Environmental Planning?
More From the Field
Critical Thinking Question
- Lucia says, “the environment becomes the curriculum.” What does she mean by that?
Early childhood space planning is guided by general principles adapted to the specific needs of children and curricular priorities at different ages. All early childhood classrooms need a balance of functional, formal, and informal spaces (Shalaway, 2012; Swim, 2012). The classroom or care space should include functional areas for greeting and departure, storage of childrens personal belongings, feeding/dining, and toileting; it should be clean and organized. Furniture and activity areas should be arranged to provide for visual supervision at all times. Early childhood spaces must include equipment appropriate to the size of the children, with visual materials posted or displayed at the childs eye level.
Variations by Age
In an infant classroom, you would expect to see furniture and designated areas for diapering, feeding, sleeping, and playing with babies. A mobile might be suspended over a crib or floor mat in the childs line of sight, as infants spend some of their time lying on their backs looking up. Furniture will include rocking chairs for feeding, holding, and soothing and floor items and soft toys that encourage crawling, grasping, and exploring.
Toddler spaces need access to a bathroom as well as diapering, and also equipment designed for children who are now vertical and active much of the time, with designated areas for exploring their emerging interest in gross motor activities, dramatic play, books, and sensory activities. Children may now be napping on cushioned mats or cots that can be stored until needed. Small tables and chairs are appropriate for feeding times but may have to include high-chair seating as well as small chairs. Pictures and mirrors can be mounted where children can see them on the walls, and selected materials may be arranged on low shelves where toddlers can reach them.
Preschool furniture will be slightly larger than that for toddlers, with additional areas and materials that support a wide variety of curricular activities, a longer attention span, more refined fine-motor skills, a growing interest in reading, writing, and collaborative play. Children at this age can tend to many of their personal needs independently, and their expanded field of vision allows for additional possibilities for visual displays.
Safety First
All decisions about how a classroom space is arranged should be made with safety in mind. Water-absorbing washable mats can be purchased that limit the risk of slipping or falling. Electrical cords or outlets should not be left exposed, taped to the floor, or used near water. Materials should always be approved for the age of children using them. We mentioned in Chapter 4 the use of a choke tube for infants and toddlers; this device alerts the teacher or caregiver to materials that are not safe for use.
Children with asthma or allergies may be especially vulnerable to things like powdered paints, chalk, or sprays. Every teacher should have a working knowledge of applicable child-care regulations and current access to consumer product safety announcements and recalls.
Controlled Movement
Well-thought-out spaces for young children are designed for controlled movement; they provide secure work/play spaces and reduce opportunities for conflict (Carter & Carter, 2003; Shalaway, 2005). Furniture and equipment are arranged to provide visible boundaries so that children know where different types of activities are expected to occur (Deviney, Duncan, Harris, Roday, & Rosenberry, 2010; Swim, 2012). Teachers use furniture, equipment, and floor coverings such as area rugs to define spaces. Because young children are not yet abstract thinkers, they must be able to see where one space ends and another begins.
The classroom is also designed to provide logical “traffic patterns” that promote efficient movement from one place to another and dont cause interference with normal activities. Imagine how upset a child setting up wooden train tracks would be if other children came charging through the space and ruined her work!
Early childhood furniture is child-sized, so that an adult scanning the room can see everything, while from the childs perspective, there are “walls,” pathways, and “rooms.” Look at the two room plans shown in Figure 6.1. Which one would encourage running or confuse children about where to play? Which one provides clear dividing lines between activity areas? Which space encourages whole-group activities vs. small-group or individual interactions?
Figure 6.1: Floor Plans
Sensitivity to Physical Features
Teachers should be aware of the major permanent features of the physical space and use common sense to arrange furniture and equipment accordingly. These features include the location of electrical outlets, doors, natural and artificial light and windows, access to water, and built-in storage spaces.
Potentially messy activity areas such as art, science, and sand/water stations should be located as close to the water source as possible and on a floor surface that can be mopped or cleaned easily. If there is no access to water in the classroom, then those areas should be close to the nearest exit to where water is located. Activities that require electrical power, such as a listening center with a plug-in tape recording/headphone station, should be adjacent to an outlet, limiting the need for extension cords.
Furniture or learning center placement should complement usage, such as storage cubbies for childrens personal belongings/outerwear adjacent to the classroom entrance, open shelving for blocks, and individual containers or small trays for implements such as crayons, glue sticks, or scissors.