SETTING UP THE ENVIRONMENT

Guidelines for Effective Room Arrangement

The classroom environment, especially the physical arrangement of the room, establishes the atmosphere for learning. Walk into any classroom, look around and “feel” the climate within. The teacher’s personality and style are immediately evident in the way the room is arranged. Does the room look like children would enjoy being there? Is it well organized? Is the space arranged in a way that invites children to explore, create, and share? Below are guidelines for effective room arrangement followed by descriptions of learning centers to consider as you plan your environment.

GUIDELINES FOR ROOM ARRANGEMENT

The learning environment should include spaces for whole group activities and independent learning centers. Some areas will serve different purposes at different times.

• Spaces for whole group activities such as storytelling, movement, and music can be defined by large rugs, tape on the rug, or carpet squares.
• Spaces for independent learning centers such as sand and water, housekeeping, blocks, or reading can be arranged on the perimeter of the whole group area. Small tables, hula hoops, large open boxes, area rugs, brief cases, and book cases can define these spaces.
• Small tables and carpeting areas can serve multiple purposes. For example, a small group of children may bring puzzles over to a table in the morning while in the afternoon this table becomes the place for an art project.

 

Learning areas and their uses should be easily identified by the children.

• Use pictures accompanied by word labels to designate each area.
• Put materials with a similar purpose together. When all varieties of blocks are in one area, for example, children learn “this is the space for building.”

 

Learning areas should look inviting to the children.

• Use pleasing color combinations and soft textures.
• Arrange learning materials so that they are visible and easily accessible. This creates an invitation for exploration and manipulation.
• Display a variety of concrete, 3-D materials since young children are naturally attracted to 3-D materials.

 

Learning areas should accommodate the needs and interests of the children.

• Each learning area should include a variety of materials to encourage making choices.
• Materials and displays should be changed to meet the changing needs and interests of the children.
• Have a cozy, quiet place for children who need time alone.

 

The location of the learning areas can help promote positive behavior from the children.

• Arrange related learning areas close to each other. Examples include math/block, art/science, dramatic play/language. This encourages integration of skills and materials.
• Areas that elicit similar behaviors should be close together. This helps keep the noise at a comfortable level. Put quiet areas like the reading corner and writing area close to each other. Similarly, put noisy areas like blocks and dramatic play and messy a areas like science and art near each other.

 

The learning areas should promote easy movement from one area to another.

• Locate the learning areas in such a way that people can enter the area without walking through another area.
• Establish pathways around learning areas so that children can play in the areas without being disturbed.
• Keep high traffic areas free of congestion.

 

The classroom should be arranged to promote easy visibility so that children can see their peers and teachers have a good view of all the children at a given time.

• Establish low boundaries with low furniture, shelves and dividers.
• Learning areas should have wide entrances.
• Be sure adults can easily observe the children.

 

Teaching materials (flannel boards, felt stories, puppets, music, magic wands) should be readily accessible.

• Storage areas should be conveniently located near corresponding learning areas.
• Materials that area not for children’s use should be stored in places that area out of children’s reach and sight. This minimizes distractions as well as misuse of materials.

Children’s materials should be organized in a way that encourages use and easy clean up.

• Label containers, shelves and other storage areas with pictures and words that match their contents. Photographs, photocopies of objects, catalog pictures or actual objects can be used.
• Use clear storage containers so children can see what belongs inside.
• Use low containers that allow for easy visibility such as baskets, butter tubs, baby wipe containers, silverware trays, sectioned plastic plates, muffin tins.
• Store similar items together.

 

Room decorations, displays and instructional materials should be visible to the children.

• Arrange children’s learning materials on low shelves.
• Display artwork, pictures and print at children’s eye level.
• Involve the children when changes are made in the environment.

*Created by Georgia State Best Practices Project