Organisation of the physical environment
Organisation of the physical environment involves two key areas - the physical definition of activity areas and the equipment within these activity areas.
Defining activity areas
Most early childhood teachers recognise the importance of defining areas of activity for children. However, it is surprising how often these areas are poorly located in relation to each other. Block and construction areas can be found in front of dramatic play areas, indoor climbing equipment is occasionally found in the middle of the art area, or within an otherwise quiet space. It is often difficult to find pathways which allow children to move freely between areas, or have a clear view of what is available. Outdoor climbing equipment often obscures children’s view of quiet spaces, making it difficult for them to effectively self select activities.
Why this occurs has been of interest to us, and it is worth reflecting on some possible reasons in order to find ways to overcome barriers to change. Visiting a centre and observing the children’s movement with ‘new eyes’ is a luxury the professional development coordinator’s role affords us. After talking with teachers and observing children it appears that, as in our own homes, spaces, equipment and colour choices, have often evolved from years of piecemeal change. Many aspects are as they are, simply because they have always been there. For example, the location of the lino, laid years earlier, will forever define the art area.
Teachers often have few resources (especially time and money) to step back with a view to revamping the centre. And, unless there is sufficient time and support to reflect and plan, it seems almost impossible. It’s not! In our experience, changes that radically affect the way children utilise the learning environment are often cheap and achievable.
Another challenge in the organisation of space is the extent to which centres differ from each other in relation to the age range, group size and the length of the day. The organisation of space in a kindergarten setting is unlikely to work in a mixed age setting. Articles written about environment planning, often focus on infants and toddlers or older children, but seldom both. This is probably because centres catering to children from 0 – 5 years in other countries4 tend to have a greater degree of age separation than many New Zealand centres.
Because of this complexity, teachers need time to reflect and plan so they can create physical spaces that respond to the languages of the children in their care. It is important that teachers seek support wherever possible, through professional development and utilisation of other professionals such as, architects, landscape gardeners, colour consultants and interior designers.
Anita Olds (1987) suggests that well designed activity areas have five defining attributes:
“…i) a physical location; ii) visible boundaries, indicating where the area begins and ends; iii) work and sitting surfaces; iv) materials storage and display and v) a mood or personality.”5
These attributes will be used as a framework for the following discussion.