The preschool framework offers the following list of suggested play spaces when creating a learning environment for children three to five years of age:
In both cases, it is helpful to think of ways that the spaces can be used by two or three children together, one child alone, or an adult and one or two children, as well as larger areas for more exuberant group play. Providing opportunities for small configurations enables the play space to support growing social relationships and meet the needs of children who prefer more defined space or space away from others. [3]
Ensuring Quality in the Indoor Environment
Tools, such as Environment Rating Scales, can be used to help ensure the environment is of high quality. Here are some items that describe high-quality indoor environments for preschool-aged children according to the Early Childhood Environment Rating Scale (ECERS). A full checklist can be found in Appendix C.
Space is accessible to children and adults, including those with disabilities
There is ample space for the people and furnishings
Adequate storage and seating
Storage for play materials and personal belongings are accessible to children
Cozy spaces and other soft furnishings and materials are provided
At least five of the following centers are provided and accessible to children:
Art
Blocks
Dramatic Play
Reading
Nature/Science
Manipulatives/Fine Motor
Spaces for active and quiet activities are separated
There is more than one space for a child to have privacy
Children’s work makes up the majority of the classroom display
Diversity is featured throughout the space (people of different races, cultures, ages, abilities, and genders in non-stereotypical roles)
New materials are provided/rotated at least monthly
The following materials are provided to children
Books feature many topics/genres
Fine motor toys (such as building materials, puzzles, art materials, and manipulatives)
Art materials (such as drawing materials, paints, play dough, clay, collage materials, and tools)
Musical instruments and different types of music
Blocks (such as unit blocks, large hollow blocks, and homemade blocks) and accessories
Dramatic play equipment and props
Sand and water play equipment and materials (such as containers, funnels, scoops, and accessories)
Natural materials (such as collections, living things, books, games, toys, and tools)
Materials featuring numbers and shapes
All materials are organized and in good condition
Materials of differing levels of difficulty are provided[5]
Outdoor Spaces
The areas highlighted in the frameworks should be represented in outdoor play spaces as well. Materials may vary, but all areas should be reflected in both the indoor and outdoor environments.
Many outdoor spaces feature play equipment, such as what is shown in the following image, which is a great way to provide for children’s large motor play and exploration.
But materials and experiences that would typically be indoors can easily be taken outside as well.
Figure 5.6: Caption: Musical instruments can be explored indoors or outdoors[7]
A variety of additional equipment can be purchased to expand children’s experiences outside, although a large budget is not required to create high-quality outdoor spaces for young children.
Figure 5.7: Sensory play is one of the most popular activities for young children. While this setup allows for many children to play, less elaborate spaces would still create quality experiences for children.[8]Figure 5.8: These children are busy building. Similar activities could be done with non-commercial materials.[9]
Programs may choose to provide a playground made of natural materials to immerse children in nature as well.
Figure 5.9: This preschool features nature heavily. Children can engage in many of the same experiences outdoors with these natural materials and “equipment.”[10]
Ensuring the Quality of the Outdoor Environment
According to the ECERS, here are some items that describe high-quality outdoor spaces for children. See Appendix C for the full checklist:
There is adequate space for gross motor play
The space is easily accessible to children
The space is organized so that activities do not interfere with one another
The following materials are included
Stationary equipment (such as swings, slides, and climbing equipment)
Equipment provides skill development at multiple levels
Enough equipment that children do not have to wait long to play
Equipment is in good repair
Equipment is appropriate for the age and ability of the children
Adaptations are made for children with disabilities[12]
In Colorado, schools must follow regulations provided by Colorado Child Care Licensing and the Health Department for indoor and outdoor spaces. Below are state-wide licensing requirements:
Colorado Rules and Regulations for Child Care Licensing and Health and Sanitation
Feedback/Errata