education

Designated Activity Areas and Capacity Limits The number and size of learning centers depends on curriculum priorities as well as classroom and group size. We want to maximize childrens opportunities to make choices and work/play independently but also minimize conflicts over materials and space (Gestwicki, 2011; Swim, 2012). Each learning center should be equipped and […]

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

Floor Plans These two spaces represent contrasting approaches to design, one which encourages running indoors (Room A) and the other (Room B) with distinct pathways to direct children’s movements. 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

Which one would encourage running or confuse children about where to play? 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

Which one provides clear dividing lines between activity areas? 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

Which space encourages whole-group activities vs. small-group or individual interactions? 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

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, &

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

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

What General Principles Should Guide Environmental Planning? More From the Field Director Lucia Garay describes the elements of planning that result in an effective learning environment. 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