International Edition sample page - Communicating and Learning module

3.2 Creating environments for learning

Humans seem to be programmed to want to know more about the world around them and to construct their knowledge. A carefully planned physical environment is important for learning – and for children’s general well-being.

In this next video, listen as Dr. Kofi Marfo, founding director of the Institute for Human Development at Aga Khan University, discusses the role of play in children’s development and considerations for choosing play materials.

Providing materials for children to manipulate does not have to be costly. Natural items such as small stones, seashells, leaves, sticks, and seeds can be collected and used for a variety of activities. Review examples of low-cost, no-cost materials for young children to manipulate, and play with, in the following slide presentation.

In the next video, watch as children in Tajikistan use a variety of natural materials in their play. As you watch, consider the opportunities for language and mathematical learning in their play.

In the next clip, notice the variety of materials used to provide outdoor play areas and activities for children.

View | Outdoor active play (1:52)  Not available in this preview

Programs for children should be emotionally and intellectually nurturing and avoid becoming institutional in nature. Environments that are engaging, varied, and well-organized, rather than chaotic and stressful or dull and under-stimulating, help children become interested and focused in their play.

In programs for young children, spaces for small and large group activities can be suggested in a variety of ways such as mats on the floor, signs or posters on the walls, and the way in which materials are set out.

Watch in this next video, filmed in Bangladesh, how the play materials have been set out, and how the caregiver supports children in their play.

View | Supporting play (0:50)  Not available in this preview

The following reading, from the Madrasa Pre-school Curriculum Kit (2009) provides helpful information on setting up environments for children’s programs.

In this clip, you will see tables are used in one area of the Zanzibar SOS Village Preschool Program to organize the different activities available for children.

View | Zanzibar – classroom organization (0:48)  Not available in this preview

Organizing and storing play materials helps children when choosing activities as well as when it’s time to clean up.

In the next clip, you’ll notice neat and simple ways of organizing a variety of natural items as well as locally-available materials that have been collected for children to use.

There is a growing awareness of the importance of inclusive education providing children with disabilities access to early childhood programs. For some children, being an active participant means that the environment needs to be adapted in some way. Some adaptations like ramps, specialized equipment, or even smaller group sizes may be expensive and therefore not always practical or possible. However, many adaptations are inexpensive, using the existing environment, common practices, and everyday materials in thoughtful and creative ways. For instance, carefully considering the seating at a group reading time – and having a child sit across from the teacher or beside a particular peer – might support a child who has a hearing impairment or needs help focusing. Adding pegs or wooden handles to small toys might help one child, while soft music might help another. Attaching baskets to a walker or wheelchair, and making sure the floor is free of clutter and has clear pathways, would help a child move independently to join friends or participate in activities. A stool, cushion, or lowered chair legs might mean that a child can sit at the same level as peers and therefore participate in conversations or group play.