The Early Childhood Learning Environment

How do you create an appropriate environment?

The most important aspect of a classroom is how it encourages the health and safety of the children and adults who use the space.  Covering electrical outlets, keeping materials in good repair, locking up cleaning products, and maintaining good hygiene are just a few components to classroom safety.

The space also must accommodate for a variety of learning experiences.  Work spaces for art, dramatics, writing, math, blocks, and reading should be incorporated into the space.  Room arrangement impacts learning and social interactions.  Placing quiet centers near each other and nosier centers together reduces conflict.  Cooperation among children is supported by arranging furniture to create small spaces for a few children.  Large group areas help develop a sense of community.  It is also critical to have a space where children can go to be alone. 

It is important that the classroom has a rhythm to the day.  Creating a daily schedule that meets the developmental needs of the children is essential.  Children find comfort and security in predictable routines.  The key to an effective schedule is balance; balance quiet and active times, balance group and individual times, and balance indoor and outdoor times.  The timing of snack, lunch, and rest should reflect the developmental needs of the age group.  When children have their physical needs met, they are then able to explore and learn.  The educator must remain flexible in the daily schedule and recognize when a change is needed. www.trinitysfc.org

The Early Childhood Learning Environment

Why is the learning environment important for early childhood development?

The learning environment is comprised of the physical space, the objects in that space, and the organization of time.  Wherever the space is located, be it a home, a school classroom, a center, or outdoors, these elements are a powerful force.  The environment shapes the behavior and feelings of the people who live and work in it. 

Children learn through interacting with the people and things around them.  Interaction and learning are promoted by creating an environment that simultaneously supports and challenges children.  Room arrangement can facilitate cleaning up and encourage social interaction. 

The classroom environment speaks to the educator’s philosophy and curriculum.  Displaying children’s art work communicates respect.  Parent message boards welcome families into the space.  How a classroom is cared for indicates an educator’s pride, understanding, and commitment to the children and families in their care. www.trinitysfc.org

An Example of the Developmental Interaction Approach In Action

The 4/5’s class had time in the day for story reading.  The teacher asks the children to choose a book they would like her to read to them.  They chose a book on the human eye.

They read a portion of the story that discussed how the eye dilates and the amount of light that filters through the eye. The children began looking at each other’s eyes and asked many questions such as “what happens in the dark?”; “Do cats’ eyes do the same thing?”; “How many different colored eyes are there?”  After the story reading was over the children went back to work.  As the teacher moved around the room, the children were continuing to talk to each other about “the eye”.  This was a signal to the teacher that further study on this subject was necessary.

With the teacher as facilitator, a study was developed around the human body and the five senses.  The children drove the conversation and participated in the planning.  The teacher prepared the classroom with books and materials that would support the study.

After much conversation and collaboration, the study began with a discussion about skin.  The teacher listening to children’s conversations heard the topic of germs come up frequently.  They read books about germs and discussed the illustrations showing the germs being blasted by toxins from the white blood cells.  The teacher explained to the children that “germs are like the bad guys.” They get into our bodies and want to eat up all our energy. The white blood cells are the good guys. They protect our bodies so we don’t get so sick. When the bad guys (germs) get into our bodies, the good guys (white blood cells) rush over to fight them away.”