Seeing, hearing, feeling, smelling, and tasting. Creating a well-arranged environment that is safe, diverse, and developmentally appropriate can offer benefits across the curriculum and the developmental areas. The main principle to creating positive experiences in an early learning program exist not only by exploring and trying new experiences but in the physical structure as well. The activity centers must appeal to the various learning styles of the children.
A clean and safe environment is important for children’s physical and emotional well-being.
A classroom that is well-arranged and organized will enhance children’s development through learning, playing, and exploring the environment. The room arrangement for activity play is also important for promoting social and language interactions. For example, when children engage in pretend play experiences, it enhances their social skills. They learn how to use imaginative thinking and it offers opportunities for learning about themselves and others.
The shelves must be at eye level with materials that are easily accessible and age-appropriate.
The classroom layout must be inviting, but not too cluttered. Children love seeing their own artwork, so I would have wall space available to decorate with their work. Through my learning of childhood development, classroom arrangement can have both a positive and negative effect on children. Too much cluttered can become overwhelming and distracting to some children, sending them into sensory overload. I’m always thinking of ways to enhance learning and make the environment more stimulating.
The video, “Space to Grow Creating a Child Care Environment” displayed positive teacher-child interactions during play.
Teachers sat at eye level with the children, making themselves available to their needs, in which promoted responsive reciprocal relationships. The room arrangement was open for children to explore during free play experiences, providing them with skills of sharing and cooperative play.
The organization of a classroom is also an important characteristic for regulating challenging behaviors. The physical environment of a classroom allows growth and development through activities and materials in distinct play areas such as dramatic play, blocks, arts & crafts, language & literacy, music & movement, fine/ gross motor. The children feel independent when they can choose the area that they want to interact in. When teachers incorporate schedules and routines, it makes transitions move smoother. Teachers can also support positive behaviors through transitioning by planning for them ahead of time. When you alert children before transitions occur, and providing a clear signal at the beginning of each transition will decrease the likeness for behaviors issues.