Set the stage for children's learning, interactions, behavior, and curiosity. The classroom environment, when carefully curated, is a silent teacher, one that allows the child to learn independently with their interests leading the way. In this course, participants will explore the benefits of a developed classroom and how the environment becomes "The Third Teacher".

1. Creating Engaging Environments
Using The Environment as the Third Teacher
Beth Edwards

2. Objectives:
• Identify key elements that are included in a DAP learning
environment
• Discuss the environment as the third teacher
• Classroom arrangements
• Tips for creating centers and choosing materials

3. What comes to mind when you look at this space? How does it feel to you?

4. What about this space?

5. Pair and Share
Why do environments matter?
What are your goals for your space?

6. Importance of the Environment
• Children learn best through
hands on experiences using a
variety of materials (Play)
• Affords children the space to
discover, learn and construct
knowledge
• Allows for development of
independence and autonomy
• Behavior management

7. The environment IS the third teacher.
Environments are living and evolving spaces that support:
• Social interactions and conversation
• Emotional development
• Exploration and problem solving
• Children’s interests
• Cognitive development
• Fine/gross motor development
• Creativity/Self expression

8. General Guidelines for Classroom Set-Up
• Shelves off the walls
• Tables separated, not grouped together
• Clear pathways between center areas
• Scaled to child size (the space should feel a bit tight to adults)
• The room should feel organized, peaceful, beautiful and inviting
• The children will bring the color, noise and mess
• Neutral and calming colors
• Neutral rugs if possible
• Pleasant lighting

9. Infant/Toddler Environments
• Create a ‘YES’ environment
• Sight and sound supervision
• Consider all 5 senses
• Provide equipment/spaces
for movement
• Multiple places to be –
that feel different.

10. Infant/Toddler Environments

11. Environments – Twos Space

12. Preschool Environment
• Stimulating but not
overwhelming
• Learning centers
• Places for individual,
small group and large
group
• Self-help and
independence

13. Preschool Environment
Green Space Learning & Development

14. General Center Guidelines
• Clear boundaries using walls,
furniture, rugs or lighting
• Group centers logically –
dramatic play near blocks, art
and science near sink, cozy
near library, etc.
• Centers should include a shelf
and a table or designated floor
area for play
• Include a safe, cozy space for
children to retreat to, separate
from library.

15. Art Center
• Locate near water source
• Include paper towels or hand towels for
quick cleanup
• Include an easel or vertical paint surface
• Space for drying/displaying materials
accessible to children
• Interesting/recycled/natural/collage
materials accessible
• Materials that support open-ended,
process art

16. Construction Center
• Allow for 2 entrance/exits or one
open side to prevent the
entrance being blocked by play
• Low pile rug
• Located in noisy area, near
dramatic play if possible
• Rotate/add materials based on
children’s interests

17. Dramatic Play
• Gender neutral colors and items
• Selected materials in
appropriate quantities (less is
more)
• Items should be stored as they
would be in a real home –
shelves, hooks, hangers –
children should be able to
access the space and the items
without disturbing their play
space

18. Dramatic Play
• Adequate space and
materials for the allowed
number of children
• Real materials such as
small metal pans, cooking
utensils, wood bowls,
ceramic pitchers
• Provide tools from various
cultures
• Organized, inviting, and
accessible

19. Library/Reading
• Comfortable and inviting
• Space for an adult and child
to sit together comfortably
• Surface for writing – table
or lapboards or clipboards
• Outlet for listening
equipment

20. Library/Reading
• Attractive display of books –
front covers visible (baskets
work well)
• Books are all in good shape
and plentiful
• Books represent real things
and real life, diversity, and
both
• Home-like feel

21. Writing Center
• Seating for two- four children
• Include a variety of writing
tools
• Provide a variety of paper
• Envelops
• Scissors
• Materials neatly stored and
displayed

22. Writing Center

23. Science/Math
• Located near natural light if
possible
• Designated display
space/surface
• Organized and logical –
laboratory-like
• Table and floor space
available for working
• Use trays to store materials
when possible

24. Science/ Math
• May need a sink or outlet
nearby
• Space for sensory table
• Include magnifying glasses,
tweezers, paper, clipboards,
writing tools, loose parts
materials, nature
collections, scales

25. Selecting Materials
Is it…
• Developmentally appropriate
• Reflective of children’s interests
• Organized and Labeled
• Consider quality over quantity
• Open-ended
• Inviting, unique and engaging

26. Selecting Materials
Children are drawn to real life and
natural materials (limit plastic)

27. Selecting Materials
Organization of materials is key
to their success.

28. Setting up invitations to play

29. Provocations:

30. Selecting Materials
Open ended materials allow the expression of ideas and
opportunities to problem solve.

31. Conclusion
• Questions?
• Best Practices
• Action Plan – Start, Stop, Keep