Physical location

Flow

The relationships and ‘flow’ between activity areas are crucial factors in creating environments that support children’s need for a range of experiences including: self initiated quiet times, enjoyment of a sense of order, a feeling of belonging, participation in collaborative activity and the chance to make a mess! It may seem obvious that quiet areas are located together, away from noisy areas, while art areas need water and clean up equipment. However the juxtaposition of these areas requires careful planning. Although water and paint will both need to be near a sink, it is probably better for the paint to be closest to the reading area because the movement and talk occurring around a water trough may be distracting^.6

Existing structures

When defining areas of activity, opportunities presented by the structural aspects of the building should also be taken into account. Features such as a fireplace or window onto an interesting view can be capitalised on⁷. For example, platforms can be built below windows to allow children to reach a view, whereas nooks and crannies lend themselves to development as retreat spaces. Canopy trees also provide opportunities for the development of a quiet space, while existing undulations may support large motor equipment such as tree stumps and low slides. How each area is developed will then affect the choice of nearby activity spaces. Areas of high use should be spread throughout the available space so that children will be more inclined to work as part of small groups or as individuals rather than ‘bunching up’.

Pathways- indoors and outdoors

Once areas of activity have been tentatively planned, it is important to consider the flow of activities from the children’s point of view. Children need to know where they can find things in order to set their own goals - so they can decide what they are interested in and how they will manipulate the materials to explore those interests. This assists children to reconstruct their knowledge in different activity areas e.g. play with bones in the sandpit may be transferred to representation in the art area or further exploration through block play. In order to regulate their own emotional needs children need to know where to find quiet spaces, busy, noisy spaces, or spaces where they can have physical contact with adults.

Choices should be visually evident and easily accessible. Thus the organisation of space must include the development of clear pathways. Kritchevsky, Prescott and Walling (1977) describe a clear path and adequate empty spaces as the main criteria for good organisation. They define a path as,

“…the empty space on the floor or ground through which people move in getting from one place to another; it need be no different in composition from the rest of the surface … if an observer looking at a play area can’t answer readily the question. “How do children get from one place to another?” probably the children can’t either, and there is no clear path”.⁸

Adults should try crouching low to look at the view, then move around the spaces at the child’s level. There is no clear path if you have to negotiate climbing apparatus or step over other play activities in order to reach the desired activity area.

Outdoor areas may include the incorporation of very defined pathways, which incorporate different textures. The width and texture of an outdoor path gives children messages about how the path, and the space it leads to, can be used. Differing textures can also help to create sensory interest for children (especially crawling babies) and define areas of activity.

Indoor floor coverings

When setting up a new centre a basic guide for floor coverings is: one third of the floor area carpet and two thirds lino. It is useful to begin by drawing in areas of activity on your plans to highlight the location of wet and dry areas. Lino can always have large carpet squares added later, and can in fact be useful in helping to define spaces e.g. the block area. However centres with too much fixed carpet find their ability to change the layout of the centre, or offer messy play that can be transported by the children, severely limited.

Visible boundaries

Once the layout of activity areas has been reviewed, each area should be defined by clear boundaries. This does not mean that children cannot move equipment from one area to another. However, clear boundaries offer children a sense of order that encourages them make purposeful choices and feel empowered by their ability to find things. Children operating in areas with clear boundaries tend to become more deeply involved in activities for longer periods of time.⁹

Colour

Boundaries can be created by using differing floor coverings, matching colour within an area, hanging fabric to create a ‘ceiling’, or utilising carpet covered risers or existing shelving. Anita Olds (1987) describes colour as “…the most powerful visual organiser.”¹⁰ Deliberate and discerning use of colour is often neglected in early childhood settings in New Zealand. There is a tendency to create visually cluttered environments through the use of bright colours scattered throughout a space.

An example of how colour can give messages to children can be seen in the grouping of tables and chairs. By painting them in one matching colour, a visual message about where they belong and how they are to be put back after they have been used is given. It also allows the child’s focus to be drawn to new items of interest, without too much visual distraction, e.g. to a vase of flowers or a bowl of fruit. When the tables and chairs are presented in an array of bright colours they become less visible, rather than standing out as items of interest and beauty. They add to visual confusion rather than standing out as items of interest.

Fabrics and other transparent materials

The provision of retreat spaces is particularly important for young children who seek quiet time or wish to explore with others in private. One way to create boundaries for this type of area, is to utilise semi transparent fabrics, coloured perspex and partial dividers. These materials can offer children a sense of privacy while allowing a degree of supervision. Boxes, barrels with openings, soft spaces with large cushions and blankets can also offer children retreat space.

Shelving, partitions and screens

Screening off an area is an effective way of creating separate and new spaces. Screens made of transparent materials allow children to see through the screen, and assist with supervision. Utilising existing shelving is also an effective way to screen off areas.