Learning space, whether physical or virtual, is purposefully designed by instructors to encourage knowledge creation. It provides opportunities for children to develop skills through play, movement and social interaction. A good learning space considers a child's physical, intellectual, language and emotional development needs. It allows children to explore independently and interact with adults and peers. Designing inclusive learning spaces and communicating openly with families supports a child's learning and development.

1. Importance of learning space at home
Learning Space is the dedicated place (real or virtual), purposefully designed by the instructor/facilitator,
in which learners are invited to meet and engage in knowledge creation. Through its design and
affordances, the instructor/facilitator suggests and encourages learners to create their own unique
learning environment for optimal learning.
Importance of learning Space.
Learning Space helps your child’s development by providing opportunities to move, play, learn and
develop skills. It also helps with their mental wellbeing. Encouraging your child to take part in energetic
play is important. Remember that it is good for you too. Are there things that you could do as a family to
get you all more active? Learning Space plays an important role in supporting your child’s physical
development and emotional wellbeing. First and foremost, your baby or toddler needs time to interact
with you or other special adults. This helps them to both make sense of their world and develop their own
responses. They need adults who provide close interactions such as eye contact, talking to them, and
singing songs and nursery rhymes with them. Time and patience are important to help babies and young
children to thrive and develop well. They are naturally curious and need to explore their world. They do
not need expensive toys – you can provide access to lots of different everyday objects and natural
materials for them to investigate which need not cost a fortune. Your baby or toddler will love to play
with wooden or stainless steel spoons and whisks from the kitchen drawer, or a clean pine cone or wooden
clothes pegs while you watch them. From their earliest days they will enjoy looking at simple picture and
board books. As your child gets older they will become more independent and ask lots of questions. You
may notice that they often repeat actions as they learn. This is called schematic play and is a normal part
of development. Babies need time and patience from you to work things out. They will learn a lot by
helping you with simple tasks around the home like matching socks and sorting washing into lights and
darks. You can encourage them to develop their skills by asking them to set the table or help you prepare
food. Children and young people will need time and a place to do their homework or study at home. You
can help by finding a place at home where they can work and keep them from being interrupted. You can
read more about supporting your child as they study for exams in the supporting study section. Parents
often worry that they don’t have the knowledge to support their children with their homework. If you are
not sure how you can help please ask your child’s school. However, the research shows that you make a
big difference to your child’s attainment just by showing an interest in their work and encouraging them.
You don’t need to know the answers!
Environment As the Learning Space
Environment provides social interaction, attention and activities which promote the development of
positive attitudes to learning, as well as the acquisition of physical, intellectual, language, social and
emotional. Children should spend time every day in different kinds of groups. Groups of various sizes open
up different opportunities for social interaction and learning. Activities suited to large groups include
opening group circle time, story time, meal times, and outside time. Small groups allow more time for
interaction with individual children and are ideal for teaching new skills and providing feedback.
Additionally, small groups offer more opportunities for children to practice their language skills and for
teachers to facilitate children’s communication development. Groups can either be made up of children

2. with similar skills and abilities (i.e., homogenous groups) or mixed abilities (i.e., heterogeneous groups).
Homogenous groups are ideal for teaching targeted skills or skills that meet the particular needs of a
subset of children. Conversely, groups that include children with diverse skills and abilities provide
opportunities for all children to learn positive social skills and communication skills from their peers. In
this way, all children contribute to the classroom culture while also receiving the support they need to
interact with their peers and teachers in meaningful ways.
Another important aspect of designing the social environment is to build rapport through frequent, open,
and honest communication with families and by and making families and those important to them feel
welcome. Family members can include a child’s immediate family, extended family, and others in the
community or neighborhood that are important in the family’s life. Family members can share information
about the strategies they use in their homes and cultures to promote social interaction. Teachers should
listen to and incorporate parents’ beliefs, as appropriate, into their instructional practices, including
suggestions about how to encourage and guide children. More specifically, when they partner with
families to design the social environment, teachers should:
Offer opportunities for family members (including immediate family, extended family, and community
members) to volunteer in the classroom. Provide opportunities for families to meet and connect with
each other.
Invite families to bring materials and share activities from their home and culture. Collaborate with
families to support the development of their child’s social skills at home. Include families in brainstorming
and planning activities to meet a child’s individual needs. Including Children with Disabilities. Teachers
also must ensure that young children with disabilities have opportunities across the day to interact with
peers and adults alike. Some children with disabilities might need extra support to participate in the social
environment. For these children, teachers might need to:
1. Teach friendship skills, including how to ask a friend to play, share materials, and give
compliments. Teachers need to be intentional about teaching concepts of friendships like
reciprocity and managing interactions. To assist children in the development of friendships,
teachers might need to offer them instruction on how to connect with their peers, as well as give
them the time and support within play activities to create these important relationships.
2. Teach how to recognize emotions and to express them in ways that are socially appropriate.
Children who don’t learn to use emotional language have a hard time labeling and understanding
their own feelings, as well as accurately identifying how others feel. Songs (e.g., “If You’re Happy
and You Know It”), games, puppets, and activities like feeling faces can all be used to support
children learning about emotions.
3. opportunities to interact with peers throughout the day. Teachers can supply cooperative-use
toys and materials to increase the opportunities for social use interaction. Cooperative-use toys
are those that naturally lend themselves to two or more children playing together. Some
examples of cooperative-use toys include balls, wagons, a pair of telephones, and board games.
4. Use child preferences across the environment to promote social interaction. For example, if a
child with a communication delay has difficulty being understood but enjoys the dramatic play
area, she or he might be more likely to interact with a peer during that activity. The teacher can
support this child’s social interaction by facilitating her or his communication efforts with peers

3. during this preferred activity. Know a child’s preferred playmates. Facilitate social interactions by
matching a child with peers who share interests or other similarities.
CONCLUSION
Learning space is a unique place for learning and developing new ideas for children and adult who wishes
to adapt to changes in environmental ecosystem. It provides opportunity for children to interact with
friends and share ideas whereby they are exposed to what they have not come across before. It takes
away loneliness and shyness making them to able to recognize and express their emotions in a peculiar
and social way.