The physical environment of early care and learning environments reflects the goals, values,and expectations of programs. Environments can support relationships, support children’s development and independence, support staff members,and contribute to a general community of caring (Greenman 2005). A high-quality environment welcomes children; engages children in a variety of activities; provides space for individual, small-group, and large-group activities;and generally supports the program’s philosophy and goals.

The physical environment sets the stage and creates the context for everything that happens in any setting: a classroom, a play yard, a multipurpose room. It is a place where children and staff spend multiple hours each day; where routine needs are met; where relationships are developed, skills are learned, abilities are enhanced, and attitudes toward school and learning are formed. For all of those things to happen well, program planners must carefully design the physical environment to support the development of children; welcome program families; and provide for the health, safety and comfort of all who use it.

The physical environment goes beyond the building, the equipment, and the materials. It is an active entity that conveys values and messages about who is welcomed, what is important, and what the beliefs are about how children learn.

• Infant Classroom

This infant classroom is designed for up to 8 children and ideally planned considering the ITERS-R criteria and the NAEYC accreditation standards,  and providing ample space for activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. The classroom should include areas for routines (diapering, meals/snacks, nap/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. The classroom should be equipped with basic furniture and equipment.

It’s very important to remember that infants are in the sensorimotor stage (Piaget), therefore the areas should be stimulating, visually attractive, and safe. Children will be mouthing toys! Keeping in mind that mobile infants will explore the environment while non-mobile infants will need to be safe is important. One other key factor is that the infant classroom is centered on routines such as napping, diapering, feeding and napping, while also stimulating sensory play.

• Toddler Classroom

This toddler classroom floor plan is designed for up to 8 children, ages 12 to 24 months. The classroom floor plan supports ITERS-R criteria and NAEYC accreditation standards and provides ample space for different types of activities with allowance for normally excluded areas, such as doorways, built-in sinks, etc. It includes areas for routines (diapering, meals/snacks, and nap/rest, etc.) as well as play spaces for activities with various materials, including books, music and sound making toys, fine motor toys, gross motor toys, blocks, and dramatic play materials. This room is outfitted with appropriately sized furniture and equipment that support the children’s independence.

Predictable routines will be important, and the structure of the day should include sensory play, as well as routine care for feeding, napping, and toileting. A well designed space that allows quite areas away from active areas would be important. The environment should be adapted as children grow to provide more challenging opportunities for exploration.

• Young Preschoolers Classroom

This young preschoolers classroom floor plan is designed for up to 12 children, ages 36 months to 4 years. The classroom floor plan is designed to support ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for a lot of different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals/snacks, nap/rest, etc.) as well as many different types of interest centers (blocks, art, sand/water, dramatic play, science, computer, literacy, manipulative/fine motor) for a variety of learning and play opportunities. The environment includes basic furniture and equipment.

• Older Preschoolers Classroom

This older preschooler classroom floor plan is designed for 18-20 children, ages 4 to 5 years. The floor plan supports ECERS-R and ECERS-3 criteria as well as NAEYC accreditation standards. Additionally, the floor plan provides ample space for different types of activities with allowance for normally excluded areas such as doorways, built-in sinks, etc. It includes areas for routines (meals/snacks, nap/rest, etc.) as well as many different types of interest centers (blocks, sensory, art, fine motor, dramatic play, science, math, computers, literacy, manipulative/fine motor, writing/listening) for a variety of learning and play opportunities. It is also outfitted with basic furniture and equipment.

The Kindergarten Classroom

Children in kindergarten and early primary grades should meet the needs of children who are ready to be engaged in exploring, reasoning, and problem solving. These children continuously practice social skills and engage in physical activities. At this age, children need to be provided with concrete experiences to make connections and learn. An ideal environment for these children should include:

• a daily schedule to allow for physical activity as well as quiet time
• Active involvement between children, engagement between adults and children, as well as with a variety of materials.
• Predictable schedule with transition reminders
• Class rules that promote safety and boundaries to prevent children to be hurt
• a safe and rich environment
• flexible grouping as well as individual work.

NAEYC

According to NAEYC, the staff must arrange the environment to be welcoming and accessible. A welcoming and accessible environment contains elements such as (but not limited to):

• multicultural materials that promote appreciation for diversity while being respectful of the cultural traditions, values, and beliefs of families being served
• clearly defined places where families can gather information regarding the daily schedule and upcoming events;
• clearly defined places where families sign in, sign out, and gather information about their child’s day;
• places for displaying children’s work; and
• features that moderate visual and auditory stimulation.
• Clear pathways are available for children to move from one area to another without disturbing other children’s work and play.
• Indoor space is designed and arranged to provide children with disabilities full access (making  adaptations as necessary) to the curriculum and activities in the indoor space
• In general, the facility meet Americans with Disabilities Act (ADA) accessibility requirements. Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor play space, and all classroom and therapy areas.

Resources

Kaplan Early Learning Company: Classroom Floor Planner. Retrieved on 9/20/2018 from https://www.kaplanco.com/resources/floorplanner.asp (Links to an external site.).

Kindergarten Classroom Floor Plan Design. https://wikizie.co/kindergarten-classroom-floor-plan-design/ (Links to an external site.)  Accessed on 9/20/2018