Arranging the Learning Environment

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Chapter 13
Arranging the Learning Environment

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The Inclusive Environment
• Arrange environments so that all children
can be successful.
– Loud and distracting noises can be difficult for
children.
– Ensure safety with floors and areas of
movement.
– Minimize clutter and confusion.
– Provide a consistent and structured routine
with clear expectations.

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Preventive Discipline
• Ensure environment and schedule sets
children up for success.
• Have clear and well communicated
expectations.
• Support positive behaviors.

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Arrangements for Learning
• Set up the environment for learning to take
place.
• Arrangements, materials and activities
should be sensitive to developmental
sequences.

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Arrangements for Learning (continued)
• Types of learning
– Self-help or independence skills
• Emphasize activities that promote independence
and self-help skills.
• Child learns to dress, eat, and ask for help.

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Arrangements for Learning (continued)
– Toilet facilities
• Allowing space to maneuver.
• A handrail to allow independence in sitting and
standing.
• A footstool for feet to resist fear of falling in.

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Arrangements for Learning (continued)
– Cubby areas
• A place for each child to place personal
belongings.
• Kept close to the exit and toilet areas.
• Allow for independence of saving materials or
getting items for nap time.

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Arrangements for Learning (continued)
– Sleeping area
• Put in a quiet area away from distractions.
• Close blinds, play soft music.
• Cots should be stored where children can help with
setup and cleanup.

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Arrangements for Learning (continued)
– Teacher-structured activities
• Have a space where a teacher can work with a
small group, large group, or one-on-one.
• Lessons are taught related to skills the children
need to work on.
• After the lesson, the goal is for the children to
continue practice on their own.

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Arrangements for Learning (continued)
– Discovery learning
• Children discover while engaging with materials.
• Play is a form of learning through a child-initiated
activities.

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Planning Early Learning Environments
• Safety
– Order and organization
• Arrange equipment so that everything has its
place.
• Order the environment and reset it so that each
child has the opportunity to play with it new.

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Planning Early Learning Environments
(continued)
– Safe outdoor environments
• Supervision
• Age appropriate
• Safe fall zones
• Equipment and surface maintenance

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Planning Early Learning Environments
(continued)
• Visibility
– Children will hide to try new things and for the
pleasure of it.
– Teachers need to see all areas of the room
and outdoors at all times.
– Find a place to stand to allow 100 percent
visibility.

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Planning Early Learning Environments
(continued)
• Matching children and equipment
– Check toys for safety.
– Include all parts of the toy.
– Check for choking hazards.
– Toys need to be appropriate for the youngest
learner and yet not bore the more advanced.

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Planning Early Learning Environments
(continued)
• Ease of movement
– The class needs to be set up so that the
children can move freely through the room.
– The children should not have so much
freedom that they begin to run and cause
safety issues.

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Planning Early Learning Environments
(continued)
• Promoting independence
– In arranging the environment, all materials
that children are allowed to have should be
where the children can reach them.
– Children should know how to put the toys
back.
– Shelves should be labeled for ease.
– Simple directions should be used for
transitions.

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Planning Early Learning Environments
(continued)
• Teachers’ availability
– If the classroom is organized effectively,
teachers can teach.
– Zone teaching is one way.
– Teachers work in a zone or area and enhance
learning while the children are in that play
area.

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Planning Early Learning Environments
(continued)
• Offering choice
– Giving children options for play or snack.
– Allowing children to assert their
independence.
– More options to learn the same material.

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Planning Early Learning Environments
(continued)
• Novelty versus familiarity
– Children like the familiarity of their class.
– It provides comfort.
– Novelty, though, keeps the excitement going.

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Planning Early Learning Environments
(continued)
• Structured flexibility
– Well-structured environments allow flexibility
in use and design.
– The rules are consistent, but the discovery
with the materials is flexible and adaptable to
meet each child’s needs.

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Scheduling
• Principles related to scheduling
– Accommodating individual differences,
lessons relate to each individual’s needs.
– Varying activity levels—vary high-movement
activities with quiet activities to allow children
to regain their energy.
– Ensuring orderly sequences—the schedule
should flow, not be choppy without
connections. Build in transitions.

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Scheduling (continued)
– Giving advance notice—let children know that
one activity is ending and a new one is about
to begin.

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Scheduling (continued)
• Application of scheduling principles
– Every center needs to do what works for
them.
– Staff numbers and children’s ages and ability
levels need to be considered.
• Sample daily schedule in text

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Scheduling (continued)
• Learning goals schedule and embedded
learning opportunities
– Goals are what is taught.
– They come from the IEP or the curriculum for
that age group.
– They are taught throughout the day in a
variety of settings using a variety of materials.

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Scheduling (continued)
• Teacher schedules
– Specifies the location and activities
throughout the day.
– Teacher-structured activities such as
planning, preparing, etc. to be scheduled.
– Planned staff meetings to discuss classroom
and children's’ needs.

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Transitions
• Planning for transitions will ease the
pressure of one activity ending and
another starting.
• Transitions should be planned.
• It is a great time to do one-on-one
activities or reinforce a new skill.

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Transitions (continued)
• Procedures
– Establishing a routine for all procedures will
enable children to be independent.
– A piece of music can be used as a cue.
– Determine procedures to be taught.
– How to teach them.
– Practice them.
– Reinforce them and review.

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Transitions (continued)
• Considerations for infants and toddlers
– Use the environment to teach, everything
from the flooring to the lighting.
– Set up the environment so that the teacher
can enjoy the children exploring without
constant worry about safety.
– Aim for continuity of care, where a caregiver
stays with a child for years instead of months.

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Transitions (continued)
• Consideration for early elementary years
– Children should be encouraged to be
independent and responsible for own
behavior and learning.
– Children are expected to improve their literacy
skills.
– A balance of high physical activity with quiet
activity is necessary.
– Provide for differentiation through varieties of
activities and materials.