It’s that time of year – Fall. You and the children have settled intothe daily routine. The curriculum is in full swing and learning isoccurring all around the room. But is it optimal learning? What

aspects of your work would you need to consider in addressing thisquestion? Is it about the curricular experiences you have planned?Or is it about the physical layout of the classroom? Or could it be thetypes of materials you have provided the children? Or, still, could itbe about the relationships you have developed with the children andtheir families?

Given the importance of the physical environment, this article willconsider how the physical environment influences the children’slearning and development. More specifically, the focus of this article is on answering the question: How do teachers create meaningful learning environments for themselves and the children?This article outlines some basic premises of designing classroomenvironments from the teacher’s perspective and it is divided intoseveral sections, each addressing a specific question. You should

B Y T E R R I J O S W I M , P H . D .

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“The issue is not having space but how it is used.” (V. Vecchi quoted in Gandini, 1998, p. 165)

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begin to answer each of these questions byreflecting on the age of the children in your classroom, your program’s philosophy, licensing and accreditationstandards, and guidelines for developmen-tally appropriate practice.

Within each section, you will be intro-duced to the concept of a “balance of oppo-sites.” This notion involves thinking aboutenvironmental factors that are in oppositionto each other, such as messy/dry or path-ways/boundaries. But first, a brief discus-sion about why teachers need to considerthe physical environment will be presented.

The Importance of the Physical EnvironmentTaking the time to reflect on the physicalenvironment is imperative as it is consid-ered the “third” teacher in the classroom(Gandini, 1998). In other words, the environment provides guidance to the children and adults about appropriatebehavior. Consider for a moment howyour behavior is influenced differently bybeing in a place of worship, a library, ashopping mall, or a family-dining restau-rant. All of these environments send mes-sages about appropriate behavior. Take,for example, the library with its specialsections designated for quiet reading,small groups to gather and enjoy stories,computer work, and playing with pup-pets. The way the space and materials arearranged provides clues as to appropriatebehavior. The adults responsible for man-aging the space seldom have to remindothers of their expectations; the environ-ment does it for them. Like the designer ofthe library environment, your carefulplanning can assist children with meetingyour expectations for the use of the space.

Sketch of RoomBefore we investigate how to prepareenvironments, you need to sketch the

basic layout of your classroom including all attached spaces that you willuse throughout the day such as achild bathroom or covered patioarea. Also, indicate on yoursketch the location of electricaloutlets, partitions, and otherpermanent structures or furni-ture that cannot be moved(e.g., classroom sink withsurrounding cabinets) aswell as the type of floorcovering. As you read thisarticle, you will be prompt-ed to add to your sketch.An example of one classroom design for preschool children can befound on page 34.

Learning CentersGiven the importance oflearning centers, it isassumed in this article thatyour classroom will beorganized into them(Bredekamp & Copple,1997; Isbell & Exelby, 2001). When plan-ning your learning environment, you willneed to consider “how many and whatlearning centers you should have in yourclassroom?”

The number and type of learning cen-ters available depends heavily on the sizeof the classroom and the age of the chil-dren. In general, to maximize choice and

minimizeconflict over

possessions, a rule ofthumb to follow is having one-

third more work spaces than the number of children in your classroom(Marion, 2003). To illustrate, if you have 24school-age children, you will need (24 x 1⁄3)+ 24 or 32 spaces for working. This mightmean including three spaces at the sensorytable, two at the easel, four at the art table,four at the writing/homework center, six inblocks/construction, four in dramatic play,four at the discovery center, three in the listening/library area, and two private spots.

Real Objects Versus Open-endedMaterialsChildren need a balance of novel and famil-

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COMPETENCIESFORCLASSROOMDESIGNARTICLE

The Child Development Associates (CDA) competencies that can be used for this article are:• To establish and maintain a safe, healthy learning environment.

• To ensure a well-run, purposeful program responsive to participant needs.

For more information on the CDA competency requirements, contact the Council for Early ChildhoodRecognition at (800) 424-4310.This article helps meet the following Certified Childcare Professionals (CCP) professional ability areas: • The ability to establish and maintain a safe, healthy, and nurturing learning environment.

• The ability to establish and maintain a well-run and purposeful early childhood educational environment for children.

For more information on the CCP certification, contact the National Child Care Association at (800) 543-7161.

Reprinted with permission from Earlychildhood NEWS, November/December 2004(Volume 16, Issue 6) Pages 34-42

iar materials in the classroom to attract andmaintain their attention (see next section fora more in-depth discussion). When childrenare engaged with materials and ideas, theyhave less opportunity to create mischief ormisbehave; thus, altering teacher supervision from guidance of behavior toguidance of learning.

Throughout the early childhood period,young children are learning to use objectsas tools for representing their thoughts andtheories about how the world works.Therefore, providing a balance of real andopen-ended materials promotes cognitivedevelopment. Making available realobjects such as glass tumblers for drinks during meals, child-size shovels for digging in

the garden, orNavajo pottery for

storing paintbrushes, serves two purposes:1) it demonstrates respect in the children’sability to care for objects, and 2) it connectshome and school environments. The realobjects, when in response to the children’sexpressed interests, can facilitate thinkingabout a particular topic or concept.

Open-ended materials, on the other hand,can be used by the children to expand their

understanding of conceptsand demonstrate creativeuses of materials (Curtis &Carter, 2003). Open-endedmaterials include collecteditems such as fabric, card-board, plastics, pebbles,shells, or egg cartons andcommercially producedobjects such as woodenblocks, animal and peoplefigurines, or connectingmanipulatives. Open-endedmaterials can spark, support,and enhance learning and

development in any learningcenter of the classroom. Neatly

arranging them in baskets orother containers and displaying

them on a shelf at the children’sheight will make them easily accessible tothe children (Curtis & Carter, 2003; Isbell& Exelby, 2001).

Independence Versus DependenceA primary goal for adults is that childrenbecome independent, self-regulated learners. In order for this to occur, teachers must carefully plan the physical

environment with this in mind (Marion,2003). As mentioned above, arrangingopen-ended materials neatly in baskets anddisplaying them on child-size shelves pro-motes cognitive development. This practicealso promotes social and emotional devel-opment because the children can independ-ently select the materials they need for theirwork and they can more easily clean upbefore they leave the learning area.Moreover, modifying the bathroom so thatall necessary hand washing supplies can bereached independently facilitates the chil-dren’s use of them.

Reflection Question: What learning centersare you considering or have you alreadyselected for your particular group of chil-dren? How will you explain your choices tothe children, families, and your colleagues?Make a list of the titles or labels for the cen-ters on the back of your sketch.

Use of SpaceAn important question to begin your workis “how do I want the children to use thisspace?” Teachers create environments topromote learning in all of the content areas(e.g., mathematics, sciences, and socialstudies) and all areas of development.Therefore, a basic understanding of childdevelopment and learning theories willguide your thinking about how to use yourclassroom space (Herr & Swim, 2002;Swim, 2004).

Messy Versus DryDesigning space for daily opportunities ofexploring messy materials is a must(Bredekamp & Copple, 1997). These experiences are particularly significant for

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the environmentis often considered thethird teacher in a classroom

young children because they build cognitive structures or schemas (i.e., tightlyorganized set of ideas about a specificobject or situation) through sensorimotorand hands-on, minds-on experiences. Sometypical messy centers include water and/orsensory tables, painting easel, and art. Water play, for example, providesopportunities for learning about quantity,building vocabulary, and negotiating thesharing of materials.

What does a teacher need to considerwhen managing messy experiences in aclassroom setting? First, placing messyexperiences over vinyl or linoleum flooringallows for ease of clean up when spillsoccur. Second, placing these experiencesnear a water source can permit ease of cleanup as well as aid in refilling or adding a newelement to an experience. For example, if asensory table is filled with dry sand, children can transfer water from the source

using pitchers thus transforming the proper-ties of the sand. Third, if a material such asdirt is placed in the sensory table, placing ahand broom and dustpan nearby promptschildren to maintain a safe environment.

If you do not have floor covering that isconducive to messy activities, you willneed to be creative in order to provide such valuable learning experiences. Placingnewspaper, towels, or a shower curtainunder a sensory table or easel can resolvethis issue. Another way to address this challenge is to plan daily experiences outside with messy materials.

Noisy Versus QuietSome classroom experiences seem to naturally be noisier than others.Cooperating and negotiating requires children to interact with one another and,sometimes, interactions can become heated. However, a teacher’s goal should be

to facilitate such interactions so that thechildren gain necessary perspective-takingand problem-solving skills,

not to stop the interactions or

prevent them in the firstplace (Marion, 2003).

To manage the environment andfacilitate learning, teachers can place

noisy areas close together (Bergen, Reid, &Torelli, 2001). Some noisy centers include

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blocks and construction, dramatic play,music and movement, and project workspace. Placing these centers adjacent toone another serves two purposes. First, thehigher noise levels will be concentrated ina particular section of the room. Thisallows children to concentrate better in thequiet areas because there are fewer distractions close by. Second, placingareas together that need more teacher supervision and support (e.g., assistingchildren with problem solving) permitsthe adult to engage in these interactionswithout constantly being pulled betweennoisy centers that were placed in differentparts of the room.

Quiet centers consist of the library andlistening centers, and private spaces. Foryour and the children’s mental health,you must provide areas for children to bealone. These private spaces allow thechildren to regroup, “charge their

batteries,” and gather their thoughtsbefore rejoining others (Honig, 2002, p.37). Play in other centers, such as manipulatives or science/discovery, fluctuate between quiet and noisydepending on the type of materials provided and the children’s levels ofengagement, thus, making them moredifficult to classify. These areas can beused to transition between the noisy andquiet centers.

When deciding where to place learn-ing centers, teachers also need to consid-er the needs of the different types of cen-ters. To illustrate, the music and move-ment center needs an electrical outlet fora tape or CD player, shelves for musicalinstruments, baskets for scarves or stripsof fabric, mirrors for observing motions,and space for creative movement anddance. Due to limited resources, teachersoften need to maximize the use of

equipment and materials that they dohave (Isbell & Exelby, 2001). Locatingthe music and movement center near thedramatic play area is one way to do thisbecause these centers can share the mir-ror and basket of fabric.

Reflection Question: How did you orwill you arrange the learning centersyou selected for your classroom? Writethe names of the centers on your sketchin the location where you are placingthem.

Calm, Safe Learning EnvironmentAnother question that you will encounterin your work is “How can I create a calm,safe environment that provides stimulating learning experiences?” In thissection, we will focus attention on the lastpart of this question: “stimulating learning experiences.”

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Novel Versus FamiliarTeachers and children deserve to be surrounded by beautiful objects and materials that are displayed in an aestheti-cally pleasing fashion. Some of theseobjects should be part of the environmenton a regular basis while others can beincluded to spark interest (Curtis & Carter,2003). For example, hanging a framedprint of Monet’s sunflowers on the wallnear the easel will create a beautiful environment for preschool children.However, surprising the children with adisplay of Pueblo Indian pottery will sparkdifferent interest in the easel.

Classroom space should be varied sothat children have the opportunity toexplore different perspectives (Bergen,Reid, & Torelli, 2001; Curtis & Carter,2003; Herr & Swim, 2002). To illustrate,having the ability to change one’s physicallocation by climbing up the stairs to a loft

and looking down on a teacher provides achild with a new view of their world.Another way that teachers can vary thespace and provoke thinking is throughproviding a new display or object toexplore and discuss. When the flooring ofthe room has two or more variations, thisprovides a natural occurrence of hard ver-sus soft and warm versus cold. Sitting aninfant on the vinyl or linoleum flooring onhot summer day will feel cool to the touch,thus providing them an opportunity to experience their environment in a new ordifferent manner.

Another way to conceptualize the famil-iar is to create spaces that parallel thosefound in home environments. Placing acouch, rocking chair, and end table with alight, for example, in the entryway mimicsa living room in a home. Doing this notonly adds warmth and comfort to thelearning environment but it also helps to

create a sense of security at school: ourhome away from home (Honig, 2002;Bergen, Reid, & Torelli, 2001).

Pathways Versus BoundariesAs you are planning your classroom layout, you need to consider how you willdesignate your learning centers. Havingvisible boundaries for learning centersprovides children with a clear message forthe use of materials in a particular area.For ease of supervision, use a variety ofdividers such as short shelving units,bookcases, transparent fabrics, and sheetsof decorated acrylic.

Transparency, or the ability to seebetween centers in the classroom, facilitates children’s play because they canmake connections between materials indifferent centers around the room. Thus,even though we are designing clear learning centers, we should be flexible in

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allowing the children to move materialsthat they need from one center to another.When planning the boundaries for a learn-ing center, you must carefully considerhow much space to devote to this area.The noisier areas described above oftenrequire more space than quieter areas (alsodescribed above). This is due to the factthat these areas tend to elicit more associate and cooperative play, whichrequire two or more children at a time. A teacher also needs to considerhow to utilize open space.Because we needgathering

spaces thatcan easily accommo-date all of the children andadults in the room at one time, weoften set aside this space. However,when the entire group is not using thespace, it can be perceived by children as aplace for “rough and tumble” play(Marion, 2003). Sharing this location withthe music and movement area is logicalgiven the space needs of each center.

Pathways into and out of the room aswell as between centers need to be

carefully considered. When childrenarrive for the day, they should be able togradually enter the classroom and transi-tion from home to school. Having to walkto the opposite side of the classroom tostore their belongings in their cubby canbe stressful, especially if they must pass by

noisy centers. When consideringmovement between centers, walking through one center to getto another can cause children tobe distracted. Do you, for exam-ple, want the children to walkthrough the block/constructionarea to get to the music center? Itwould quickly become evidentfrom the children’s behavior thatsuch an arrangement does notwork.

Reflection Question: Add to yoursketch boundaries for your learningcenters. What types of structures willyou use or are you using to physically divide the space? Markalso the pathways of how the chil-dren might move between them.

Basic NeedsAs you are considering the educational needs of the children, you must also dedicatespace for meeting the children’sbasic needs. The questionbecomes, “How do I plan theenvironment to meet the basicneeds of the children?”

Eating Versus ToiletingSome infant and toddler

classrooms separate the changingtable and food preparation counter with asmall sink. Although this may optimize theuse of counter space on built-in cabinets, itcould jeopardize both the adults’ and the

children’s health. For hygienic purposes,then, it is imperative that the eating andtoileting areas are separated. Although thisis relatively simple in a preschool, kindergarten, or school-age classroom, itmay be more difficult for an infant andtoddler classroom because the typical restroom just does not have enough spacefor toilets, sinks, and a changing table.

The need to continually supervise thechildren is an issue facing infant and toddler teachers (Bergen, Reid, & Torelli,2001). Diapering requires a significantamount of teacher time during a day. Thus,for ease of supervision, changing tablesare often placed in the classroom. Wherein the class should they be located?Placing the changing table next to a watersource promotes good hand washing

practices. You should also position it awayfrom a wall so that your back is not to therest of the children when you are changinga diaper.

The food area can require a number ofsmall appliances such as a mini-refrigerator or microwave (per licensingregulations); therefore, cabinet space nearelectrical outlets is very important. Fortoddlers and older children, space for eating can be shared with other areas ofthe classroom. For example, the tables thatare used for art can be cleaned and sanitized when it is snack or mealtime. Forteachers of infants, other issues must beaddressed when planning the environ-ment. Depending upon your state regulations, you may or may not need aseparate high chair for each infant.Moreover, finding storage space when it isnot meal times must be given careful consideration.

Sleep and Comfort Versus PlayChildren and adults need locations to store

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“How do I plan the environment to meet the

basic needs of the children?”

special items and belongings from home(Curtis & Carter, 2003). This not only reaffirms the importance of both environ-ments but it also facilitates learning torespect your and others’ belongings.Switching between environments can bestressful for people of all ages. Therefore,plan for comfortable places for children tomake the transition from home to school,snuggle, relax, and enjoy reunions withfamily members (Curtis & Carter, 2003;Honig, 2002). Couches and rockingchairs, for example, located in a variety ofclassroom areas provide an excellentavenue for this.

All children need time throughout theday to rest and rejuvenate. The environ-ment should be managed to create a calmrelaxing environment during nap or resttime. Closing blinds on the windows,plugging in a night light, playing softinstrumental music, and providing comfort items for each child (e.g., blankets, favorite stuffed animals) mightassist with shifting from play to sleep. Youshould also organize the environment toaddress the needs of children who requireless sleep during the day. For example, creating baskets with books, paper andpencils, or other quiet toys that can be usedby a child lying on a cot or sitting at a tablecan meet these children’s need.

Reflection Question: How have Iincluded on my sketch ample space formeeting the basic needs of the children? Where will I store necessaryequipment (e.g., cots or high chairs) whenthey are not in use?

On-going Reflection of Physical EnvironmentFigure 1 provides an example of a classroom that has been designed for preschool children. Although it would beeasy to consider this example “finished”or “complete,” it is not. How often do youconsider the primary question of this article, “How do teachers create meaningful learning environments forthemselves and the children?” If you cannot recall the last time you reflected on

this question, then you may be thinkingabout your environment in a static orfixed manner. In other words, you maynot be thinking about all the ways thatphysical environment impacts the children’s learning and vice versa. Earlychildhood professionals should regularlyrevisit this question because the answer isconstantly evolving.

Teachers must continually assess andrespond to the changing developmentalneeds and interests of the young children(Gandini, 2001). For example, with agroup of young infants, a teacher will provide safe areas for exploring toys andmanipulatives. As the children acquiregross motor skills, areas and structures forcreeping, crawling, and cruising shouldbe made available. Moreover, when thepreschool children are investigating railroads, centers and materials will reflect this interest. As thisinterest evolves into traveling, the num-ber and types of centers available as wellas the materials available in the classroomwill need to be altered.

ConclusionThis article was designed to help you plana classroom environment that meets thesocial, emotional, physical, and cognitiveneeds of developing children. If you arenew to the profession, I hope that youhave a deeper understanding of theimpact physical environments have onbehavior and learning. If you are a “seasoned pro,” I hope that this articleprompted you to reflect on your existingclassroom environment. If you are considering making changes to yourclassroom for an already-establishedgroup of children, please think about howpeople typically respond to changes inthe physical environment. Changes seemto be more tolerable for everyone whenthey are made a little at a time. Thus, asyou reflect on your physical environ-ment, you will want to ponder whichchanges to make first, second, and so on.

In conclusion, if you want the childrento run across the room, then placing your centers around the perimeter of the

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classroom leaving a large open space in themiddle tells children that this is acceptable.If you prefer that children wander in and outof learning centers without becomingengaged, then provide undefined spaces foreach learning center and/or unclear pathways between them. If, on the otherhand, you desire the children to work cooperatively on block constructions, thenoffer a raised platform for building in aspace that easily accommodates smallgroups of children.

Terri Jo Swim, Ph.D., is an AssistantProfessor of early childhood educationand child development at IndianaUniversity Purdue University Fort Wayne(IPFW) in Fort Wayne, IN. She is also theco-author with Judy Herr of the award-winning books Creative Resources forInfant & Toddlers from Thomson DelmarLearning (www.delmarlearning.com). Herresearch interests include infant-toddlerand preschool curriculum, Reggio Emilia, and teacher education.

ReferencesBergen, D., Reid, R., & Torelli, L. (2001).

Educating and caring for very young children: The infant/toddler curriculum. NY: Teachers College Press.

Bredekamp, S., & Copple, C. (1997). (Eds.). Developmentally appropriate practice in early childhood programs (rev. ed.). Washington, DC: NAEYC.

Curtis, D., & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press.

Gandini, L. (2001). Reggio Emilia: Experiencing life in an infant-toddler center. In L. Gandini and C. Edwards, Bambini: The Italian approach to infant/toddler care. NY: Teachers College Press.

Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman, The hundred languages of children: The Reggio

Emilia approach – advanced reflections(2nd ed.). Westport, CT: Ablex Publishing.

Herr, J., & Swim, T.J. (2002). Creative resources for infants and toddlers (2nd ed.). NY: Delmar Learning.

Honig, A.S. (2002). Secure relationships: Nurturing infant/toddler attachment in early care settings. Washington, DC: NAEYC.

Isbell, R., & Exelby, B. (2001). Early learning environments that work. Beltsville, MD: Gryphon House.

Marion, M. (2003). Guidance of young children (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Swim, T.J. (2004). Theories of child development: Building blocks of developmentally appropriate practices. Earlychildhood NEWS, 16 (2), 36-45.

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