The Learning Environment

Vocabulary

Activity Zone: A defined space with a topic of interest like blocks, art, and dramatic play. Also known as learning centers or interest areas. Aesthetics: Creating an attractive or pleasing place in appearance. Boundaries: The physical separations between activity zones. Can use furniture, shelves, or other dividers as boundaries. Environment: Totality of surroundings in which something exists or lives. Licensing: A set of rules, and regulation that are in place to ensure safe and healthy learning spaces for young children. Loose parts: Open-ended play materials that children can use for construction or art. Routine: Activities that occur every day in a pattern such as snack, lunch, restrooms time, outdoor free play, and nap time. Schedule: Overall big picture of the activities of the day’s events in a classroom or environment. Transition: Occurs when one activity ends and the next one begins. Usually involves physical movement from one area of the room to another or indoors to outdoors.

Introduction

In this chapter we will look at the learning environment through two different lenses. First, we will focus on the indoor and outdoor learning environment and the learning areas and materials. Second we will consider the relationship between development and learning:

Component	Description
Physical Environment	How the physical space is designed and laid out, both inside and outside. This includes the learning centers/areas, furniture and equipment, and materials.
Social-Emotional Environment	The interactions and relationships between children, teachers, and family members.
Temporal Environment	The flow of time, including the timing, sequence, and length of routines and activities throughout the day.

Throughout the chapter we will consider best practices for health, safety, and nutrition, as well as appropriate guidance techniques and classroom management strategies.

Indoor Physical Environments

The indoor learning environment teachers establish should reflect the teacher’s thoughts about children and how they will learn and play in the environment as well as the reflect the values of the program and the community. In addition, children should see themselves reflected in the environment. Do they see pictures of their families, books with children that look like them, places to feel safe and places they can explore and be loud? The more a child has ownership in the environment, the more they will value and respect the space. It should be their class/space as much as it is the teacher’s. This section of the chapter will discuss components of the indoor learning environment.

Learning Centers or Interest Centers

How ever you refer to them, they are areas within a learning environment with a targeted activity purpose and might include art, blocks, math, dramatic play, library, sensory, science, and language arts. Learning centers should be open to children during free choice time during the day or whenever a teacher designates time for specific small group activities. Sometimes children will explore an activity zone on their own, or in small groups. Sometimes children will need the scaffolding of a teacher or peers to extend their learning. These areas should be equipped with items that support children’s natural tendency to play and learn in an experiential manner and should always take into consideration developmental appropriateness for the children in the classroom.

When children are engaged in free choice play throughout the day in activity areas, these are opportunities for teachers to conduct observations and assessments of children in authentic ways (discussed in chapter 6). This also provides teachers with the opportunity to plan curriculum and meaningful activities for the daily schedule. Learning centers include:

Art

Encouraging children’s creative thinking is essential throughout the early years. Art is also a tool for thinking and inquiry, allowing children to make their theories and ideas visible, take new perspective, represent, and explore emotions, and to study properties of the physical world. Art is open ended, child directed and process oriented. Art is not a craft, product oriented with a correct way of making something, or step by step directions. Materials may include different kinds of paint, paint brushes, easels, collage materials, scissors, clay and playdough, colored paper, magazines, popsicle sticks, cotton balls and a large selection of loose parts. The area is best supported with plenty of light, close to hand washing sinks, and easy to clean floors. Art zones can help children to development coordination and fine motor skills which are needed for emergent writing.

 

Blocks

Blocks are wonderful open-ended learning materials with no closely defined boundaries, no right or wrong way to represent children’s ideas. Many skills and concepts are developed and enhanced through block play. Children think critically, explore, manipulate, experiment, represent, problem-solve, and make decisions in the block area. The block area is best in an area of the room where the noise level is increased and away from traffic, so structures are not disturbed. This area can include wooden, cardboard or foam blocks as well as small figures and architectural items that will promote creative building. This is where children can learn about sizes and shapes, spatial relationships, and math concepts .as well as learn how to make decisions and solve problems.

Dramatic Play

In this area children’s thought becomes visible through play. Children may operate at more advanced cognitive levels than they do in non-pretend situations, including staying on task for extended lengths of time. Is not just as an activity, but as an expression of thinking. This area provides opportunities for children to pretend and use their imagination, role play, and act out real and imaginary experiences in a playful context. Although “housekeeping” is a common theme for the dramatic play area, other themes can be explored in this area such as grocery stores, doctor offices, restaurants, veterinary clinics, and more. Through this type of play, children will practice social skills, learn to solve problems, and work cooperatively.

Language Arts or Literacy

Literacy skills are critical in laying the foundation for current and future success in oral and written language. Literacy skills often play a crucial role in learning content in other areas. The space should be well lit and clearly defined. Comfortable seating and tables with plenty of paper and writing utensils. Puppets and props are also ideal for this area. Many teachers chose to create unique writing centers in literacy areas where children can explore print materials as well as create their own.

Library

The library is a quiet corner with books and supports children in a lifelong habit that promotes literacy and a love for the written word. The space should be a comfortable area where children are encouraged to read books. Create an enticing area that is well stocked with a variety of books that support diversity, culture, and life. Literacy and library can be next to each other but should be separate areas, it is best to not have distractions when children want to read alone. Through the literacy and library activity zones in the classroom, children will begin to recognize the connection between spoken language and the written word.

Math or Manipulative

This space can also be referred to as manipulatives or table toys. The ideal location has accessible materials, shelves near tables, in a medium traffic area. As the adult, step back and let the child direct. While observing play in this area assess the level items are used, self-control, perseverance, pride, creativity, classification, number concepts, emergent reading, fine/gross motor, eye-hand coordination, visual discrimination, and refine sense of touch. You will want to rotate toys often and keep the area organized.

Music and Movement

Help children synthesize experiences, transition into new activities, calm down, share culture, build self-esteem, and build a sense of community. There are also academic benefits to music and movement like boosting memory, improving spatial-perception, and cognitive development. For setting up the music and movement area, location should be away from quiet areas and it is best to alleviate the clutter, so children have space to move. Include a variety of authentic instruments and this is the perfect time to introduce a variety of music to children.

Sensory

When children are engaged in sensory related activities they are,

• Developing questions throughout the sensory experience.
• Investigating – by grabbing, smelling, rubbing, staring, licking, and so on
• They are collecting data through their senses.
• Learning to communicate their findings.
• Participating in a valid exercise in scientific inquiry.

It is important to remember that sensory activities should include more than a sand and water table. There are 5 senses that should be supported. This is where life can get messy (but not always) relax and have fun!

When it comes to the sensory environment there are a few critical elements to think about. Make sure sensory tables are by a sink: for best hygiene practices, children should wash before and after interacting with materials in the sensory table. Depending on what is included in the sensory area, an easy clean floor is best. However, if the floor is not easy to clean having access to a tarp that can be placed on the floor will also work. Watch for allergies and other hazards. These can include scent jars or items in sensory that trigger allergies, items that are small and pose a choking risk, or even whisper tubes used improperly can hurt ears.

Water tables are great areas to learn scientific concepts such as “will it sink, or will it float?” as well as mathematical concepts through the use of measuring cups, funnels, tubes, or shovels. The water in water tables should be cleaned out daily or more often if needed.

Science

Children are scientists who are naturally curious and biologically primed to learn about the world around them. They use information they gain through their everyday experiences to develop theories about how the world works. The science area should support “what if” statements, be enticing and inviting, and have adequate workspace. The area is best in a quiet area of the class that is uninterrupted so children can work and concentrate. This is a good place to include natural elements such as leaves, sticks, rocks, pinecones, magnets, kaleidoscopes, oil and water bottles, seashells, magnifying glasses, flashlights, and color wants to peak children’s interests.

Classroom Arrangement and Environment

The design and layout of the indoor environment can have an impact on children’s learning, safety, and behavior and on the teacher’s ability to do their jobs effectively. Good indoor environments support children’s interactions with good organization around space, materials, and people. When a classroom is set up properly, children have the freedom to move around safely, engage in activity zones and learn to manage their peer relationships. These environments should also help both children and adults feel invited and welcomed.

Each space within a classroom should be defined and boundaries made clear. In addition, the children need to be visible to the teacher at all times. Thoughtful room arrangement help to keep order to the space, reduces the possibility of crowding in any given area, and can support children in their choice making. This can be achieved by using existing walls or furniture like toys shelves. Even an area rug or a cloth draped from the ceiling can give the illusion of separation.

Designating spaces where children can have quiet play such as puzzles or books can be made cozy with carpet or pillows that absorb sound. More active areas can be arranged that allow for more movement and give children the behavior cues that louder more active play can take place in that area. Furnishings also can be used to guide movement patterns throughout the room.

Arrangement

Each space within a classroom should be defined and boundaries made clear. In addition, the children need to be visible to the teacher at all times. Thoughtful room arrangement help to keep order to the space, reduces the possibility of crowding in any given area, and can support children in their choice making. This can be achieved by using existing walls or furniture like toys shelves. Even an area rug or a cloth draped from the ceiling can give the illusion of separation. Image 8.6 Illustrates two examples of room arrangement. The first image shows a classroom with less defined space for activity zones, while the second image shows how a classroom can look when a teacher uses furniture to define a space.

Impact of Color

Small changes to an environment can make a big impact. For example, think about the use of color in a classroom and the use of plastic. Often time when people think of a classroom space for children, they think of bright bold colors. However, these are not the ideal colors for an early learning space. Color impacts the brain and can trigger a chemical response. For example, shades of red may trigger excitement, resulting in behavior perceived as hyperactive or even angry. Shades of yellow trigger hunger. Many fast-food restaurants select these colors for logos or building colors to make one believe they are hungry and excited to eat. Using yellow heavily in a toddler room can leave a teacher with fussy, emotional children because their brains are telling them they are hungry. Shades of blue can be a depressant. This is not an ideal classroom color, especially if any of the children for have experienced trauma. Ideally, colors should be within the green, brown, and grey color families. These colors ground children and help them feel grounded in the world.

Placement of Materials

Teachers also need to keep in mind how the materials will be organized and accessed by the children. Keep in mind these tips when choosing appropriate materials for early learning classrooms:

• Organizing the materials should take into consideration the independent abilities of the children in the classroom.
• Keep appropriate materials in appropriate places (art materials in the art center, books in the library) but allow for the crossing of materials during play from one center into another.
• Provide enough materials for all children to be engaged in the activity.
• Place heavy items on lower shelves.
• Rotate materials to promote children’s interests.
• Make sure to have personal storage areas (such as cubbies) for both children and teachers.

Aesthetics

Two other environmental characteristics that should not be overlooked are the impact of crowding and noise. Both have a significant influence on stress levels and learning opportunities. Sometimes less in a space is best. Less items keep children from being overwhelmed by the many choices and there is clear purpose with what is available to them. However, when limiting items in an activity area, it is best to swap out the items often so children have access to new education experiences. If items remain the same and children are not engaged in what is offered, behavior issues will soon arise. Noise if also often a distraction and can be improved by adding rugs, hanging tapestries or noise absorbing enhancements to the walls, and by placement of the activity centers.

Children are more likely to feel they can be themselves when their classroom environment feels home-like. Soft furnishings, nontoxic plans, natural or soft lighting, decorative touches such as area rugs, family photos of children and staff and neutral paint colors help to create a space that everyone in the environment can enjoy.

Outdoor Physical Environments

Children can have rich experiences in a thoughtful outdoor setting. No matter if the child is attending a large center or a family home setting, the outdoor environment should be responsive to each child’s interests and needs. The natural environment is unique in its ability to respond to the depth with which children engage. The outdoor environment should offer exploration as well as meet physical needs of children. Often teachers think of a child’s physical development and how to get them moving outdoors, however, children can also learn a great deal from a robust outdoor environment. Concepts learned outdoors include physics, biology, botany, and geology. Nevertheless, these are just the starting point to the enormous learning potential of the outdoor environment. As the adult in the space, be observant, engage and play along with children, relax, and educate families on the benefits. One of the biggest stressors in a teacher’s day is outdoor play and not from the environment itself, but from parents not wanting children dirty, wet, or sick. As I always explained to parents, the nice thing about children is they are washable. If clothing were an issue, I offered changes of clothes that children could change into before going outside. Lastly, viruses and bacterial germs are what make us sick, not rain. If rain made us sick, no one would ever bathe. Additionally, the more children play outdoor the healthier they are, the germs that make us sick are not as concentrated as they are when we are indoors. In other words, get children outside!

Outdoor Activity Zones

Just like learning centers in the indoor classroom, outdoor environments have zones with distinct purposes for outdoor play.

• Transition Zone – The area where children enter and exit the outdoor space. This allows children to see what is available to them in the space and begin to make choices about where they would like to play. This should also be an area where children can safely wait for the teacher or gather as a group together.
• Active Play Zone – This is a space that allows children to run, jump, skip, throw balls and ride or pull wheeled toys and tricycles. This might also include big grassy areas if possible and equipment for sliding and swinging. Many places allow for climbing structures, tunnels, and ramps.
• Natural Elements Zone – This area includes plants, dirt, rocks, trees, grass, water. You could also provide mud, dirt, and sand for digging. Some centers might also include garden areas, and this is the ideal place to put up a bird feeder for observation.
• Creative Zone – This area is a place for children to create messy art that you may not want to do in the inside environment, or a place for children to gather to complete puzzles or use tabletop activities like puzzles, games, or books.
• Social/Dramatic Zone – This area gives children the area to practice social and dramatic play and can include props. This area outdoors might also include stages or playhouses.

Materials to include in an outdoor learning environment include:

• Art: Art outside can be messy and spacious, like marble painting in a small pool with golf balls, or finger painting on the windows. Water spray bottles can create art projects.
• Gardening: tool for planting, maintaining, and caring for the garden area. Children are often times more likely to try or eat healthy food they have grown.
• Woodworking: While woodworking can be scary for some teachers, the value of including woodworking into a space is too valuable not to consider.
• Music with unconventional items, such as hanging pots and pans on a lower fence can give toddlers some music time—just at the right height.
• Bubbles are perfect for outdoors!

Accessibility

It is imperative to provide chances for children of all ages to find an outlet for their need to move about in a meaningful context. What does it mean to be accessible? Making sure that entry openings are 11-24” and turn radius is 60”. Children have a reach range of 20-36” for a child 2-5 years old and 18-40” for a child 6-12 years old. If children have mobility aid devices, having a firm resilient surface supports their ability to move freely around the environment, and any outdoor paths, walkways and stairs should be clearly marked and free of obstruction. Also, consider that for every 2-4 elevated components of an outdoor space, there would be at least one at ground level entry and the ground level entry should prove at least one type of activity.

While large climbing structures and equipment have developmental purposes, they are also not as engaging to children over time. There is not much for a child to do with a slide for 30 minutes. However, using loose parts can increase movement, interest in outdoor play, and educational opportunities. Some loose parts include balls, hula-hoops, magnifying glasses, bikes (helmets), books, blocks, dramatic play materials, and art materials. It might also include recyclables such as boxes, egg cartons, PVC pipes, milk cartons or crates that children can use for construction. While this list of loose parts could be pages long, the benefit of including a variety and quantity of loose parts in an outdoor learning environment is never ending. Some of those benefits include independence, self-regulation, and allows children to explore their world and make decisions.

Let’s Take a Look at the Social/Emotional Environment

According to the Early Childhood Learning and Knowledge Center, “social development refers to a child’s ability to create and sustain meaningful relationships with adults and other children, whereas emotional development refers to a child’s ability to express, recognize, and manage his or her emotions, as well as respond appropriately to others’ emotions.” Not only is the social-emotional environment important for a child’s health and well-being, but it also provides a solid foundation for lifelong learning and interactions with others.

A Closer Look at the Social Environment

The social environment is comprised of all the interactions that occur throughout the day. A well-designed social environment fosters trusting relationships by creating opportunities for children to interact with their peers and with their teachers. Effective teacher-child interactions are one of the most crucial ingredients for both social and whole child development. Experts in the field of early childhood education have long understood that effective teacher-child interactions are key predictors of student success.

To create a classroom environment that supports positive social interactions Gordon and Browne (2016) suggest that teachers evaluate the quality of their interpersonal interactions. Take a moment to review the self-check questions.

The Emotional Environment

Young children are just learning how to regulate their emotions and behaviors and they need your guidance and support. Exactly what kind of support can you give a child? Co-regulation is defined as warm and responsive interactions that provide children with the support, coaching, and modeling that they need to express their feelings, wants, needs, actions, and behaviors. Co-regulation is an interactive process where teachers must know when to step in and when to step back. Teachers must pay close attention to each child’s cues so that they can respond in a consistent and sensitive manner.

To develop caring and responsive relationships with the children in your classroom, it is helpful to learn about each child’s unique temperament and communication styles, their likes and dislikes, their strengths, and the areas where they need further support. Only through on-going observation and documentation will you truly discover what makes each child so special.

Once you know each child’s unique cues and personalities you will be able to individual needs and meet them where they are at developmentally. Additionally, you will be able to plan learning experiences that will help children develop their “self-regulation skills.” Self-regulation is having the ability to control your behavior, actions, and emotions in response to a particular situation. In other words, it’s having the power to calm yourself down when you get upset because things didn’t quite go your way. When children can share their toys with their friends, wait their turn to ride the bike, and can use their words to express their feelings, they are practicing self-regulation. Take a moment to review the self-check questions and think about ways you can support a child’s emotional development.

Creating Your Social-Emotional Environment

Research suggests that for children to thrive, they must first have their “basic needs” met. These “basic needs” are highlighted in Maslow’s Hierarchy of Needs in Chapter (Developmental and Learning Theories). Once a child feels safe, secure, loved, and that they belong, they will be ready to learn. As an intentional teacher, it is up to you to create a social and emotional climate where children are comfortable enough to develop meaningful relationships and safe enough to explore their environment. In the article, Creating an Emotional Safe Classroom, Dr. Bruce Perry states, “Optimal learning is driven by curiosity which leads to exploration, discovery, practice, and mastery. In turn, mastery leads to pleasure, satisfaction, and confidence to explore once again. The more a child experiences this cycle of wonder, the more they can create a lifelong excitement and love of learning.”

A well-planned learning environment starts with you. When you create a positive social and emotional environment, children will feel secure. Once they feel secure and can trust that you will meet their needs, they will begin to explore the materials and interact with one another, and they will enjoy the environment you have prepared for them. Your classroom environment plays a critical role in helping children develop their social and emotional skills. Designing a welcoming classroom that promotes cooperation, mutual respect and tolerance will help children connect with you and with each other. To integrate responsive caregiving practices here are some teacher tips to help you set up an engaging social-emotional environment:

• Be responsive to children’s needs. To help children feel more confident and secure, first meet their basic needs. Provide each child with warm, caring interactions that can be later modeled.
• Provide Prompts. Partner with children to manage their feelings and frustrations. Give them the words to express their feelings and to solve their own problems.
• Use your positive personality as a teaching tool. Your smile, your voice, and your touch, along with direct eye contact can make children and their families feel safe and cared for.
• Be predictable. Establish clear expectations and follow through. Children need consistent boundaries and need to know they can count on you for guidance.
• Find time for quiet moments. Solitude allows the brain to “catch up” and process the new experiences of the day. This leads to better consolidation of new experiences and better teaming.
• Praise when possible. Confidence and pleasure come from success. Everyone succeeds at something. Those with challenging behaviors need to know they can be successful too.
• Be observant. As you watch and listen you will gather useful information about each child. Watch to see what the children are curious about: What types of activities interest them? How are they feeling? What are their pressure points? When you follow their cues and respond to their needs, you can then plan for meaningful learning opportunities.
• Celebrate diversity and help all children feel included. Encourage children to communicate and express themselves. At times, they may feel more comfortable using their home language, body movements, gestures, signs, or drawing a picture. Plan activities that provide opportunities for children to work together as partners or in small groups. Assign a buddy to assist children that are new to the program or that may be struggling to stay engaged and on task. Encourage families to share.
• Include both teacher-initiated and child-initiated activities. Teacher-initiated activities are planned and led by the teacher, while child-initiated activities are inspired by the children’s own interests and abilities. Materials are set out and children are encouraged to explore and create using their own ideas

The skilled and intentional teacher creates a classroom climate that promotes cooperation, mutual respect, and tolerance. The Teaching Pyramid Framework for Supporting Social Competence provides a model for promoting social competence and preventing challenging behaviors.

Let’s Take a Closer Look at the Temporal Environment

Before your head hit the pillow last night and you fell fast asleep, what did you do? Did you brush your teeth? Did you take a shower? Did you read a book, watch TV, or listen to some music? Would you say what you did last night followed the same routine that you do every night or was it unusual? How do you feel when you follow a regular routine? How do you feel when life throws you a curveball and nothing is as it should be? Now, imagine how a child might feel if every day they had to adjust to a new routine if they never knew what to expect from one day to the next. Imagine how a child might feel if there was a predictable pattern to follow and if they always knew what was coming next.

According to Gordon and Browne (2016), the temporal environment has to do with the scheduling, timing, sequence, and length of routines and activities that take place at home and at school. With predictable schedules, routines, and transitions there is a sense of safety security. With a steady schedule and regular routines, children will be able to adapt to their environment as well as adjust to a new situation that may arise much more quickly. It also frees them up to be able to focus on the task at hand rather than worrying about how much longer they have or what will come next.

The terms routines and schedules are often used interchangeably. Schedules and routines are utilized in preschool classrooms to:

• Help guide the day.
• Communicate to everyone what is happening and when.
• Foster engagement.
• Meet the needs of children to explore, persist, and elaborate.
• Promote a safe and fun place to learn and grow.

Some considerations about daily routines/schedules include:

• They are a series of behaviors that occur on a regular basis
• Expectations for routines need to be planned and then taught to children.
• Created for developing and learning
• The amount of time for each block will vary and should be flexible.
• Most early childhood program routines include:
  • Arrival and Departure
  • Group or circle time
  • Activities
  • Center or free choice time
  • Snack time and meals
  • Outdoor time
  • Transitions between blocks of time
  • They are sequenced – to create a flow of the day
  • Choice should be incorporated whenever possible.
  • They are balanced in terms of:
    • Active/quiet
    • Individual/small/large group
    • Teacher-directed/child-initiated activities
    • Noise level, pace, and location
• Teachers should be in tune with children’s needs and engagement and be flexible.
• Shorten or lengthen blocks of time as needed.
• Plan for transitions as carefully as the segments of the routine themselves.
• Posting a routine provides a visual reminder for children.

Incorporating Transitions into Your Environment

Transition is another word for change, and change can be challenging. The biggest transition children will experience each day with you is arrival and dismissal, when they move from one of their most important life spaces to another.

All routines include transitioning from one segment to the next. Every transition affords the opportunity to flow smoothly from one experience into the next or to become chaotic and stressful for children and teachers alike. Planning for each transition during the day is as important as planning the experiences themselves. With careful planning and flexibility, we can help children leave their present moment gently and purposefully, moving to the next adventure that awaits them.

How does the Temporal Environment Benefit Children?

Each child in your class is unique. When you provide a structured schedule with predictable routines and consistent transitions, you are creating a safe and secure environment where all children can thrive. Be providing clear expectations, you will help children adjust to their surroundings, adapt to the daily schedule and routine, and feel more comfortable knowing what comes next. Once they are comfortable in their setting, children will socialize with their peers, and they will use materials in a more meaningful way. Additionally, when the daily routine is consistent and predictable children are more likely to:

• Feel more confident to explore, create and take risks
• Stay on task and complete activities
• Be more engaged in learning activities and play
• Gain a sense of belonging
• Develop autonomy and independence
• Play more cooperatively and have fewer incidents

Creating an Inclusive Environment

In an Executive Summary, the U.S. Department of Education and Health and Human Services (2015) defines inclusion in early childhood programs as “including children with disabilities in early childhood programs together with their peers without disabilities, holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations, and using evidence-based services and supports to foster their cognitive, communication, physical, behavioral, and social-emotional development; friendships with peers; and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities to those with the most significant disabilities.” When planning your environment, be mindful that some of your children might require some additional considerations to fully participate in all the scheduled activities, routines, and learning experiences.

Partnering with families, some accommodations for children with special needs might include:

• Provide schedules with pictures for children who need visual reminders of them daily sequence of activities.
• Be flexible with the schedule; allow children more time to complete transitions and activities as needed
• Have alternative activities for those children with medical conditions or physical impairments who might have less stamina and tire more easily across the day.
• Pair children up to help each other during transitions.
• Allow for regular breaks.
• Partner with families to coordinate the child’s daily schedule and routines, and to communicate progress.
• Modify chairs to meet children’s needs (you can use tennis balls on the bottom of the chair for noise control or to make the chairs slide more easily)
• Put carpet squares, cushions, or a tape line on the floor to indicate where children should sit or stand
• Modify materials to make them easier for children with motor difficulties to hold and use (e.g., using pencil grips, large knobs)
• Provide specialized equipment (e.g., built-up handled spoons, adaptive scissors) to help children be more independent

Behaviors Affected by Environments

As demonstrated in the scenarios, a poorly arranged physical setting, transitions that are not well planned, and quick teacher responses can trigger challenging behaviors. Both teachers and children can become frustrated. By altering floor plans, planning for each segment of the day, and thinking through the communication and interactions we will have with children, we can avoid many challenging behaviors. All three aspects of the environment; physical space, social-emotional tone, and routine can affect children’s behavior. The environment sends very powerful messages about how to behave and feel.

Below is a chart of environmental modifications we can make to minimize certain behaviors by Dodge, Colker, and Heroman.

Behavior	Possible Causes	Changes to the Environment
Running in the classroom	Too much space is open; the room is not divided into small enough areas; activity areas are not well defined.	Use shelves and furniture to divide the space. Avoid open spaces that encourage children to run.
Fighting over toys	Too many popular toys are one-of-a-kind; children are asked to share too often.	Provide duplicates of toys. Show children when it will be their turns (e.g., use a sand timer or help children create a waiting list for turns).
Wandering around, inability to choose activities	The room is too cluttered. Choices are not clear; there is not enough to do, too much time.	Get rid of clutter. Simplify the layout of the room and materials. Add more activity choices. Revisit schedule.
Becoming easily distracted; not staying on task	Areas are undefined and open. Children can see everything going on in the room. Materials are too difficult or children are bored with them.	Use shelves to define areas. Separate noisy and quiet areas. Assess children’s skills and select materials they can use in interesting ways.
Continually intruding on other’s workspace	Space is limited, poor traffic patterns prevent children from spreading out.	Define work areas for children (e.g., use masking tape or sections of cardboard for block building, and provide trays or placemats for toys). Limit the number of areas open at one time to allow more space for each.
Misusing materials and resisting clean-up	Children do not know how to use materials appropriately; materials on shelves are messy; displays are disorderly.	Make a place for everything. Use pictures and word labels to show where materials go. Provide consistent guidance on how to clean up.