Describe and discuss the characteristics of Learning environment for infants, birth to two (2) years focusing on feeling safe, secure, and supported. I want to choose Indoor area environment for 0-2years. Use the following headings:
1.	Rationale (Explain your view of the importance of each of the learning environments. Use reference to theory and EYLF).
2.	Arrangement of the environment (Describe the arrangement of the environment including materials. Consider some of the following criteria: aesthetics, scale, responsiveness to children’s interests, potential for learning, functionality, familiarity, stimulating, open-ended).
3.	Intentional teaching strategies (Describe the strategies used by the educator to support young children’s engagement and learning. Use reference to theory and Early Years Learning Framework).
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts. Your assessment must use correct referencing, in APA 7th edition.
Infant
•	Introduction + Rationale
•	Arrangement of the environment
•	Intentional teaching strategies
•	Sum up
•	Learning evidence of infants to 2

source: "The Importance of Learning Environments on Early Childhood Education
July 10, 2023
All, Early Childhood
EYLF, Learning Environments
Undoubtedly, the learning environment is a vital part of early childhood education. It is one of the seven Practices of the Early Years Learning Framework. Additionally, the learning environment supports several Quality Areas in the National Quality Standard.
Learning environments
Have you heard of the ‘third teacher’ before? They sit behind the teacher and family in terms of impact on children’s learning. They have the power to bring comfort to or invoke stress in children. The ‘third teacher’ can encourage or discourage a child from engaging. Yes, the ‘third teacher’ is the learning environment. Named so, because of its importance to early childhood education (ECE).

The learning environment is wide-ranging. It includes both indoor and outdoor spaces, as well as the design, layout and organisation of these.

Temporal and social elements are also part of the learning environment. For example, allocating time and space for active and quiet play can help to establish a routine.

Early childhood educators can offer diverse and meaningful experiences for children by altering and tailoring the learning environment.

The learning environment in the Early Years Learning Framework and National Quality Standard
Both the Early Years Learning Framework (EYLF) and National Quality Standard (NQS) call for the environment to promote children’s well-being and support their creativity and confidence.

The EYLF is the curriculum framework for ECE in Australia. The latest version says:

Environments that support learning are vibrant and flexible spaces that are responsive to the strengths, culture, languages, interests and capabilities of each child, and reflect aspects of the local community.”

Australian Government Department of Education, 2022, p 23
Therefore, the learning environment is a way to engage in cultural responsiveness and foster a sense of belonging in children.

The National Quality Standard (NQS) also highlights the importance of the learning environment. The environment is present in several of its Quality Areas:

Quality Area 1 – Educational program and practice
Quality Area 2 – Children’s health and safety
Quality Area 3 – Physical Environment
For example, Quality Area 1 calls for the program, including routines, to be organised to maximise learning opportunities.

The NQS is the benchmark for the quality of ECE in Australia. It outlines the standards that early childhood settings are assessed against.

Our Inspiring Play Spaces early childhood education resource assists you in creating play spaces that align with the EYLF and NQS.

indoor learning environment
The importance of a learning environment
Ensuring children’s health and safety is the obvious reason why learning environments are crucial. Buildings, fixtures and fittings all need to be fit for purpose to ensure children are protected from harm.

Part of being fit for purpose includes the spaces being accessible by every child. And this extends to creating an inclusive environment where all children can participate and engage. For example, are there enough materials and resources for each child to use?

Secondly, the learning environment enables positive relationships and effective communication. Open spaces allow for interaction, inclusivity and engagement. And in the same way, having different means of communication within a space (for example, verbal, written or visual) will help children to express themselves.

Outdoor spaces in a learning environment
Outdoor spaces are part of the learning environment. They offer an array of physical activities and learning experiences, which are not available or limited indoors.

Open-ended play and interactions – There are more opportunities for open-ended play in the outdoors, inviting children to create, discover and explore. When children are not confined by a time restriction or desired outcome, they feel free to take risks and act spontaneously.
Mental and physical well-being – Simply just being outside in the natural environment improves well-being – not just in children, but adults too. If you are not convinced, Google the Japanese practice of “forest bathing” (or shinrin-yoku). It also helps children’s physical development through jumping, running and climbing. Outdoor activities like this build strength and improve gross motor skills.
Connection with the environment – As Nicola Halton and Natashja Treventon explain in Dream, Design, Develop, “There is an international push for children to ‘save the planet’, yet unless a strong connection to the natural world is fostered in the early years, what incentive is there to protect it?” Outdoor spaces help children to learn about the environment and encourage them to take responsibility for it.

The best way to illustrate why outdoor learning environments are important is to finish with another quote from one of our ECE resources. In Dream, Design, Develop it says:

We ask educators to recall and share memories of childhood play, and most common among the memories shared are nostalgic recollections of uninterrupted (and often unsupervised) outdoor play.

References
Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf "Playful Learning Spaces for Babies and Toddlers
by The Empowered Educator 18 Comments

Creating engaging , welcoming and playful learning spaces for babies and toddlers is just as important as setting up environments for older children. However, I know that sometimes this is easier said than done and educators can struggle to find the right balance between offering an environment that is developmentally appropriate and yet still allows for both security and basic caregiving needs to be met alongside the freedom of exploration as they challenge and extend upon new skills.

 

Why is designing a playful learning space for babies and toddlers so important?
We know that babies and toddlers tend to learn and adapt best in environments where they can form secure, trusting relationships with caring and responsive adults, where they always feel safe and a sense of belonging. It can be challenging to work and plan for this age group as they require close supervision, positive guidance and stimulating experiences while they feel their way through a period of very rapid growth and change.

Anyone who has spent time with this age group will know how easy it can be to feel overwhelmed with the constant cycle of just meeting basic comfort needs like nappy changes, feeding, bottles, naps and sleep times and yet there is also pressure to include additional ‘learning' activities and experiences. Instead of trying to ‘do more' and ‘program more' though why not first focus on the actual environment – the ‘bones' of the spaces baby and toddler will spend the majority of their time while in care.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child

A well thought out and set up room can actually make things easier from the start by incorporating both the necessities and needs of daily care and security as well as providing the flexibility and freedom this age group needs to explore and build upon emerging developmental skills.

This age group does not need a program template filled with new and different creative activities every day – they just need an environment that supports their unique needs and provides the security of regular educators they can connect and bond with. The learning will follow  so I encourage educators working with babies and toddlers not to get so stressed about planning the perfect activities while also trying to fit in the endless cycle of nappies, sleeps, feeds and vomits!

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child

This age needs to be approached a little differently – especially if you are used to planning and creating spaces for 2.5 years up but it can also be so rewarding as you get to nurture and guide those first learning steps and watch little personalities emerging.

Yes there will be the time you walk into the cot room and there is a lovely drawing on the wall in poo or you will find yourself always needing a second shirt change after lunch because the sick smell you thought was following you IS you. And there will be days where everyone just seems to want to cry (including you) and the paint activity you lovingly prepped ends up in the toddler potty as you change yet another nappy….but there will be wonderful, special moments too and you can take a lot of the pressure off just by putting a little thought into how you can set up the best possible environment to meet both the baby and toddler needs as well as the adults!

 

To help get you thinking about your own environment I'm sharing some simple strategies and ideas to consider as well as loads of visual inspiration from real educators just like you! Remember that everyone is different though with access to different budgets, resources, service types and space so don't feel you have to recreate the spaces throughout this article, just take an idea or element here and there that you would like to embrace or use. Small steps help make change….


Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Nicole Hall – Sparrow Early Learning

First Steps – Essentials to consider in a Baby/Toddler Environment
Environments can affect the behaviour of both the child and the educator so it is important to put a little time in at the beginning of each month or week to assess current developmental needs, stages, verbal and non verbal cues,new children, relationships and space …then make changes as needed. This will make things a whole lot easier as you progress and also provide opportunities for ongoing reflection and planning.

Before you convince yourself this is all going to be to difficult though let's take a quick look at some of the absolute essentials I believe you should consider and reflect upon when thinking about setting up spaces for this age group.

Are you approaching the space with the possibility of it becoming the ‘third teacher' rather than just a place to change nappies, feed and sleep?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Take a close look at the current furniture being used – is it safe and hygienic as well as welcoming?
Is there plenty of open space for baby to roll around, pull to stand, cruise or practice first steps? Think about ages and stages currently occupying this space whether in a family day care or centre environment.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Amy Crombie – Capalaba Kids Early Learning Centre

Is there the security of familiar and regular educators, furnishings and also simple activities that support and encourage confidence, trust and a willingness to explore and learn?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Rebecca Wilson

Are there safe yet interesting spaces set up around the room that allow for different ages and stages to explore, try out ideas and actions on their own? Have toys and materials been provided that allow for open ended play, discovery and learning?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Is there a good selection of resources set up throughout the room for baby and toddler to make their own choices and decide how they will explore and play with those tools rather than an excess of toys that have a ‘right way' to play or be used?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child

Are toys and other activity resources displayed so they are easily accessed by the different age groups yet not to crowded or overstimulating?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Do educators incorporate and reflect an understanding of family and community culture into the environment in various ways to help children feel a sense of connection and belonging to the space?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Have educator needs also been considered? Are spaces and furniture incorporated that support these needs as working with babies and young toddlers can be particularly draining and challenging on the body and mind! Consider availability of comfortable adult sized chairs for feeding, lockers or high shelf spaces for personal items, spaces to take a quick breather, steps for toddlers to walk up for change table time to save back muscles, efficient food and bottle warming equipment.
When educators feel their personal wellbeing and sense of belonging is being considered and supported this has a flow on positive effect and benefit on the babies and toddlers in their care.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Janelle Duncan – Curious By Nature Family Day Care

how to set up playful learning experiences for babies and toddlers

Action Steps to help you design playful learning spaces for baby and toddler.
When thinking about creating new spaces for babies and toddlers or reinvigorating current learning areas reflecting upon the following considerations will help you to identify where you might need to start and the materials and resources you need to make it happen. Remember that the process is ongoing so you can take small steps towards a big change – there is no need to let it overwhelm you.

Take regular observations of children currently in care to gain a through understanding of their likes, dislikes, individual needs, strengths, developmental requirements and family culture.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by The Empowered Educator

Get down on the floor regularly to view the learning environment from the perspective of a baby and toddler because you might be surprised at what you discover. Often we create a space that we feel is meeting needs and yet when we put ourselves in the children's shoes it's a different story!
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child

If you work with other team members discuss wellbeing requirements, needs and wishlists.
Think about storage and how to incorporate different textures, smells, home comforts, nature and soft furnishings alongside hygiene requirements and essential nurturing spaces.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Consider lighting and explore alternatives to harsh bright lights that can overstimulate. Perhaps incorporate lamps, downlights, lampshades or material draped to soften where possible.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Sarah Hart

2. Shared by Poppy Kerakas

3. Shared by Poppy Kerakas

4. Shared by Rochelle Hesketh

Is there always music playing in the background that has become simply ‘noise'? Music is a wonderful addition to play spaces but consider how it is adding to atmosphere and being used. It can become an annoying drone that just adds to overstimulation if always on with no real purpose.
Is there a toy rotation system in place so the room isn't crowded with the same toys and activities week after week leading to boredom, frustration and other challenging behaviours?
 

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Sarah Hart

2. Shared by Vicki McDonald

3. Shared by Poppy Kerakas

Are changing developmental needs being observed and taken into consideration at the end of each week before planning ahead?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

4.  Shared by Sarah Hart

5. Shared by Sarah Hart

6. Shared by Poppy Kerakas

Is there space to move around and greet families and children as they come into care and transition?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Are the nappy changing and toilet training spaces well thought out with room to store items and individual belongings safely and hygienically while maintaining a home like environment rather than a sterile hospital change room atmosphere? Is the space setup to be used as another area to encourage learning and trust rather than just meeting basic physical needs?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Is there provision for quiet spaces as well as active spaces? Are children able to retreat somewhere safe if sensory overload becomes an issue or privacy is required or alternatively get active and noisy?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Is display used throughout the environment respectfully to share children's work and progress with family while also helping to provide a sense of connection for baby and toddler? Are there displays, images, special objects and homely touches placed often at the children's level to help reinforce that they are welcome and part of this space?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Abigail Brown – Learning Through Play Family Day Care

2. Shared by Jessica Woodhead

3. Shared by Sarah Hart

4. Shared by Sarah Hart

Is the environment (and the educators) flexible enough to allow for the differences between fast changing skills, interests, and characteristics? Are there safe spaces for babies not yet moving but more challenging spaces for older babies and toddlers to explore?
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Kristina Conner – Tina's House Daycare

Is there an overuse of bright colours, images and display that might be overwhelming every day? Neutral paint colours and furnishings often provide a calmer atmosphere and help create a warm homelike feel that promotes a sense of security and confidence.
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by April-Louise – Little Achievers Family Day Care

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Are separate areas within the learning space set up to embrace different requirements such as quieter spaces near the cot room, creative and messy spaces near the change or toileting area, feeding and eating spaces for both babies and more independent toddlers close together (especially useful when educators are trying to simultaneously bottle feed a baby while also spooning in mashed vegies to a tired toddler!)
Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Sarah Hart

2. Shared by Sarah Hart

3. Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

4. Shared by The Empowered Educator

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

4.  Shared by The Empowered Educator

5. Shared by Carelene Cox-Newton – Carlene's Cubbyhouse Family Day Care

6. Shared by Sarah Hart

7. Shared by Janelle Duncan – Curious By Nature Family Day Care

Getting Started with Learning Spaces – Simple Ideas to try 
I love to incorporate smaller individual areas within a room to provide plenty of opportunities for different learning experiences and exploration. It also helps keep boredom and frustration at bay and supports young children to challenge, experiment and problem solve.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child

However, although designing smaller spaces to encourage play and learning in different ways is usually helpful it is important to keep in mind that you aren't seeking to contain the play to just those designated areas – children should be encouraged to freely move materials and resources from one area to another and use them in their play in different ways so they feel a sense of ownership and in charge of their own learning. We want to provide an environment that supports them to experiment, challenge, problem solve, communicate, explore ideas, make sense of their world and create with different materials.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Josephine Lorna Rayner

It is important that educators have a good understanding of the children's ages and needs interacting in the learning space at all times because this should determine how to break up the environment and if there actually needs to be more open learning space due to younger babies in care. It should be ever evolving as long as the basics we discussed above are already in place to form the ‘bones' of the learning area. There are no rules as to whether creating smaller areas works better or not – my best advice is to give it a try, get creative after observing the needs of the children currently in your care and see what works and what doesn't.

This is where simple back to basics programming and planning comes in. Use observation and regular reflection to identify needs and goals and think about how you can plan for this using the playful environment and third teacher perspective rather than just what ‘activities' or learning outcomes you can tick off.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Not sure what spaces to try and create within the larger environment? Go back to the questions above and work your way through the First Steps and Action Steps this time writing down your answers. Think about what you have discovered through your answers then get started designing and creating the play space with a few of the easy ideas below…

Soft, Cozy, Comforting Spaces for those that need alone time, privacy or time to process sensory overload. Think floor cushions, blankets, rugs, draped material to form enclosed safe spaces. This area can also incorporate or align closely with a book nook and language area.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1. Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

2. Shared by Sarah Hart

3. Shared by Nicole Hall – Sparrow Early Learning

4. Shared by The Empowered Educator

Gross motor/climbing/physically challenging spaces with various loose parts, stairs, wooden cubes for climbing through and over, ladders, platforms, uneven surfaces, texture, tunnels…

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1. Shared by Josephine Lorna Rayner

2. Shared by Sarah Hart

3. Shared by Rebecca Wilson

4. Shared by The Empowered Educator

Space for Younger Infants set up with different materials to grasp, kick and reach for while still providing enough space to roll around. Keep it simple – no need for expensive toys, get creative with material scraps, scrunched paper, recycled materials, repurposed furniture to create hanging spaces.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Janelle Duncan – Curious By Nature Family Day Care

Mirror and Reflection Spaces down low to explore faces, expressions and self. Displays and images on the floor and bottom half of walls for younger babies.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

2. Shared by Josephine Lorna Rayner

3. Shared by Rebecca Wilson

4. Shared by Sarah Hart

Sensory Spaces for children to explore different natural materials, sounds and smells. Provide simple tools to make music with, resources to sniff and explore with little noses, baskets filled with different textures and tools that can be taken out and investigated using all of the senses.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Vicki McDonald

Noisy Construction Area – A place to store building materials, loose parts to add to the play, trucks, cars, wooden blocks, larger natural materials and recycled items. Needs plenty of space to allow the spread of construction and thought processes as they create and experiment.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by The Empowered Educator

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Dramatic Play Areas – Keeping it low and simple using real tools as props, familiar materials from home and real dress ups from the op shops encourages role play, language skills and imagination. It is also an area that will often keep the toddlers busy and happy doing their own thing while you attend to younger babies needs.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Sarah Hart

2. Shared by Erin Crothers

3. Shared by Jackie Wulf

4. Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Sarah Hart

2. Shared by Kelly Marie

3. Shared by Vicki McDonald

4. Shared by April-Louise – Little Achievers Family Day Care

Messy Creative Play Area – Somewhere they can make mess, get busy creating, and express themselves freely using the materials you have provided. To be honest I prefer to set up messy play experiences for babies and toddlers outside because it allows the children to go back and forth between activities and play as they need to (remember they have shorter attention spans but just because they only paint for 2 minutes doesn't mean they won't want to come back another 3 times before you pack away!)

It's also less stressful for educators as you don't need to worry about the mess going everywhere inside and it's a whole lot easier to clean up and pack away while colourful hands are leaving prints on your backside! You want to encourage them to explore and get messy, not try and control every step of the experience.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Rochelle Hesketh

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Feeding and Sleep/Rest Spaces – consider supervision, ease of access, comfort, safety, hygiene, individual differences in routine, creating a sense of belonging, familiarity and home.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Spaces for Adults –  Areas that welcome and support both parents and educators wellbeing. Easy to access educator resources for on the go documentation, reflection and handovers.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Sarah Hart

Storage Spaces – Consider options that make access, storage and pack up easy for both educators and the children. Use open shelving and keep toys and other materials in single rows with space arranged between so little hands can easily grab what they need and also see at a glance what is available. If you try and pack to much onto a shelf or into a basket it makes it difficult for a young child to make a choice and connect together the items they need.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

1.  Shared by Tiffany-Ann Louise – Little Rays of Sunshine Family Day Care

2. Shared by Carelene Cox-Newton – Carlene's Cubbyhouse Family Day Care

3. Shared by Abigail Brown – Learning Through Play Family Day Care

4. Shared by The Empowered Educator

Having set places and storage baskets/containers along with simple picture labels can also help with speedy clean ups and encourages toddlers to take part in helping look after their environment and feel useful as they take small steps to help clean up after themselves. Clear containers and shallow baskets also allow for easy access and a way to store smaller items that might need to be placed out of reach on certain days.

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

5.  Shared by Clare Louise – The Woodland Child

6. Shared by The Empowered Educator

7. Shared by The Empowered Educator

8. Shared by Clare Louise – The Woodland Child

Creating different spaces and learning environments for babies and toddlers can seem overwhelming when you are not sure where or how to start but it can also be a fun creative process that in the long run will help busy educators to save time, write less, extend upon understanding of developmentally appropriate practice and and most importantly provide a safe, welcoming, challenging, nurturing and creative play space for the important little people sharing the environment with you!

Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Erin Crothers

Keep an eye out for the next post in this Baby and Toddler Play Series where I'll be sharing lots of simple, cost effective ideas for incorporating play materials loose parts and engaging activities into the learning environment. I will help you to think outside the box a little, ditch the plastic ‘only one way to play' overpriced resources and toys and make the most of what you probably already have!

Working with a baby and toddler age group doesn't need to feel like all you do is change nappies, feed endless mouths, settle to sleep and comfort – these things are very important but it's not your entire role so what steps are you going to take this week to make a few changes and find that missing work mojo again?

 


Ideas, tips and photo inspiration to help early childhood educators and families create engaging, welcoming and playful learning spaces for babies and toddlers - Download the factsheet here!

Shared by Clare Louise – The Woodland Child" "Skip to main content
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Infants & Toddlers
Learning Environments
The Indoor Environment: Designing and Organizing
It is our job as caregivers to make sure the classroom is thoughtfully designed and materials for play are well organized. This lesson highlights how to design your room for group activities, privacy, storage, and display with attention to all learners, including adults. It provides an introduction to design elements that promote a sense of comfort and invite exploration and engagement. This lesson also examines how to organize materials for independence, easy use, and learning.

1
Learning Environments: An Introduction
2
The Indoor Environment: Designing and Organizing
3
The Outdoor Environment: Designing for Engagement
4
The Environment: Materials
5
The Environment: Schedules and Routines
Objectives
Distinguish between spaces for group experiences, privacy, storage, and display.
Identify characteristics of a well-designed indoor learning environment.
Learn ways to arrange an indoor learning environment to promote infant and toddler growth and development.
Describe how to organize materials for independence, easy use, and learning.
Learn
Know
Infant and toddler caregivers make many decisions each day: which books to read, what questions to ask families, which experiences to offer, how to arrange materials, etc. In many instances, these decisions are the result of careful advanced consideration, in addition to a personal understanding of how an infant and toddler learning environment should be, feel, and look.

Infants and toddlers, like most of us, are drawn to inviting and engaging environments. Thinking about the ways to create a safe, flexible, and playful indoor learning environment requires planning and exploring ideas from multiple perspectives.

Arranging the Indoor Learning Environment
The space and furnishings should come together to create an indoor learning environment that is tailored to meet the needs of developing infants and toddlers. They need close supervision, positive guidance, and stimulating experiences during this period of rapid growth.

When considering the physical space of play areas, it is important to create a space that is not too open or too crowded. Young infants need areas with enough room to practice their growing abilities and movements, such as rolling and crawling. Mobile infants and toddlers need space as they explore and learn to crawl, walk, dance, jump, and build. Space is important for both active and quiet play. Well-designed areas provide both physical boundaries (such as shelves or rugs) and visual cues (such as multiples of the same toy) that support individual and peer play. Space is very important and can enhance or hinder a child’s learning. Too much or too little personal space may make a child feel uncomfortable and could encourage unwanted behaviors (Kaiser, B. & Rasminsky, J., 2020). Caregivers will need space for infant and toddler caregiving routines: greetings, departures, eating and feeding, sleeping, diapering, and toileting. Separate sleeping areas for young infants are recommended so the children can keep their individual schedules while still being monitored. The diapering and toileting area should contain changing tables, sinks, and storage for supplies. These caregiving spaces can provide opportunities for learning. For instance, a mirror placed near a changing table can provide visual stimulation and distraction for a child during diapering. It also provides an additional element of interaction between the child and caregiver. When planning all areas, caregivers must use preventive measures to ensure safe and healthy learning. See the Safe Environments and Healthy Environments courses for further information.

When designing spaces for infants and toddlers, it is also important to consider logistics, aesthetics, organization, and the needs of all children in the space.

Designing for Logistics
There are several things to keep in mind as you design or redesign your learning space. We will distinguish between spaces for group experiences, privacy, places for adults, and storage and display, all of which are critical for a successful indoor learning space.

Places for Group Experiences
Although infants and toddlers learn primarily through exploration and interactions with caregivers, spending time in groups is an excellent way to begin to build an understanding of learning communities. For instance, a brief (5 minute or less) daily group time can encourage infants and toddlers to share their ideas and notice the ideas of others (e.g., a caregiver notices an infant kicking and encourages everyone to kick their feet together, or a toddler says “ice cream” and the caregiver suggests that everyone pretend to eat ice cream together). Caregivers can also lead infants and toddlers in songs with corresponding motions that can help develop motor skills and awareness of the sounds and patterns of language (Lang et al., 2010). Choose a space where the children can comfortably learn together.

Places for Privacy
Infants and toddlers are still developing the ability to regulate their emotions and calm themselves. It is important to provide a calming space for children to take a break from the group. You can help infants and toddlers meet this need by offering spaces that are limited to one or two children and created so that there is still visibility to ensure safety.

cozy corner
Places and Ways to Support Adults
Although the majority of your room should be designed with infants and toddlers in mind, as discussed in the introductory lesson, caregivers and children’s families are also an integral part of the learning environment. The physical environment should reflect this by having at least some spaces that speak to the adults in the learning environment and make them more comfortable. Remember, children’s own homes are not all child-sized! Here are some ways to make the environment supportive for caregivers, parents, and children:

Providing a glider or rocker for adults to use during feeding times can help provide a level of comfort and support. This communicates to family members that they are welcome, and it can help nurture relationships between caregivers and children. Adult chairs can serve as a space where family members can read a book to their child during pickup or drop-off times or provide a space for mothers to visit and nurse, and they help build a homelike atmosphere in the room.
Using carpeted risers not only supports infants’ and toddlers’ use of motor skills but also helps caregivers get up and down during floor play more easily.
Adding steps to the changing table in the diapering area for older toddlers to walk up can reduce the number of times that caregivers need to lift heavier children, while also giving older toddlers a sense of autonomy.
Creating a communication or display board provides family members with important information about your room (e.g., the weekly curriculum, special notes from the day, or upcoming events).
Places for Storage and Display
Infant and toddler learning spaces require a lot of materials! Toys, books, and other resources are regularly rotated in and out of active use. It is important to plan for at least three kinds of storage in an infant and toddler learning space: open storage for children to access, closed storage for caregiver materials, and storage for personal belongings (Dodge et al., 2015). It is also important to plan for storing and displaying children’s assessment materials and artwork. Storing and displaying artwork and portfolios sends powerful messages to children about the value of their work and helps you do your job more effectively. The following video discusses these kinds of storage. Think about the ways your environment already addresses the suggestions and reflect on changes that could be made.

cubby
See
There are many ways to design learning spaces. Watch this video to see examples of ways infant-toddler learning spaces have been designed for group experiences, privacy, storage, and display.

Designing Spaces for Learning
Learn about spaces for group experiences, privacy, storage, and display.
Aesthetics
In the introductory lesson, we addressed that high-quality infant and toddler programs send numerous positive messages to children. One of the best ways you can communicate to children that your classroom is “a good place to be” is through the small touches you place throughout the room that express the personality of the group.

Homelike
Children are more likely to feel they can be themselves and have a sense of belonging when their classroom environment feels like home. “The ideal, connected approach is not to simply fill classroom spaces. Rather it is to create an environment that is meaningful to the children,” write the authors of Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities (Duncan, S., Martin, J. & Kreth, R., 2016, p. 79). There are many ways you can add personal touches to your classroom to create these ideas (we will address this more in Lesson Four). For example, you can include:

Soft furniture, such as a couch or large armchair
Nontoxic plants
Natural or soft lighting, through the use of windows or lamps
Throw pillows, cushions, blankets
Other decorative touches, such as area rugs or repurposed furniture
Family photos of the children and staff
Inexpensive frames to hang children’s artwork on the walls
Neutral paint colors
Creating a relaxing homelike environment is critical for children who may spend several hours a day in your classroom. It can be overwhelming to spend eight or twelve hours in spaces with lots of bright lights or bright colors.

Including pictures of the children and their families, in conjunction with personal storage and displaying children’s artwork, is another great way to communicate that the space belongs to the children. When displaying pictures or adding decorative touches, remember to hang or offer many photos or decorative items at children’s eye level to reinforce that they are valued members of the classroom space. Consider taping pictures to the floor, or arranging them on a low shelf, so mobile infants can see them as they move about.

Inviting Engagement: Provocations
Offering items of beauty or wonder in the classroom invites infants’ and toddlers’ exploration and engagement. You can do this by using provocations. A provocation is a picture, experience, or item that provokes thought, interest, questions, or creativity (Edwards, 2002). Provocations can help provoke young children to use, think about, or see materials in new ways. When designing your classroom, it can be useful to think about how you will incorporate provocations. Your inspiration for what provocations to offer will often come from children’s current interests, their emerging developmental skills (e.g., crawling or grasping), or their learning goals. Provocations might include:

Pictures: Including pictures of interests can help extend exploration of certain concepts and send the message that children’s ideas are valued in your classroom. Use pictures of real items as much as possible. Also, when applicable, offer several different pictures. This allows children to recognize that not all trees look the same, or that some dogs have spots and others do not.
An event or experience: For example, go on a nature walk outdoors or host a “picnic” in your classroom. You can also take pictures during the event to display later. Using pictures of experiences with which the children engage with one another in the learning environment communicates that this space belongs to the children. It also provides them with concrete documentation to reflect back on the experience.
Books: Strategically placing books relevant to children’s current interests around the room can change how they engage in the space. For example, offer a book on construction sites next to the blocks, or a book about babies next to dramatic play.
Physical items of interest: Adding an authentic item as provocation can support what children already know about their world, or invite them to touch, smell, see, or hear something new. This can include items from nature, such as leaves or nuts, or a vase of fresh flowers. Consider asking families to provide items from home, especially ones with cultural relevance like a piece of fabric or a paper lantern. Also, adding things like an old record player or piece of stained glass can elicit new discoveries.
Simple changes in display: For example, add a child-safe mirror on the floor for children to see themselves as they crawl over, or set up the doll babies in dramatic play with small bowls and spoons, which can invite the older infants and toddlers to “feed” the dolls. For infants and toddlers, changes in display can also include rearranging climbing equipment to offer new challenges or incorporating different textures and colors on the floor.
Consider the placement of your provocations. What are you hoping infants and toddlers will do within each area of your classroom? What concepts are you currently exploring or developmental goals are you working toward, and how might a provocation in certain areas help extend or focus children’s play? Provocations are meant to be a guide or a point of inspiration for how infants and toddlers can engage with certain materials or spaces and are not meant to limit what children are supposed to do in each area or with the materials. Although you may have a clear intention for how the items will be used, the children may have a different plan. Not every provocation will interest every infant or toddler or provoke the kind of play you expect. The beauty in provocations is observing how each child uses it.

Designing for All
When you look to design or redesign your classroom, you need to consider the needs and learning goals of all children. Each time a new infant or toddler enters your room, you should consider what adaptations are needed to best support their engagement and safety in the classroom, as well as the individual’s previous experiences. For children with disabilities, it is important to speak with the child’s family and your trainer, coach, or administrator so you know the child’s particular needs and what supports will help them. As we will discuss in Lesson Four, ensuring that your classroom is welcoming to children from diverse cultural backgrounds is also critical to supporting the success of all children in your room.

infants playing with a mirror
In terms of environmental design, you may need to consider the physical space within learning areas or pathways between areas to ensure that infants or toddlers with physical disabilities can easily move around and participate, or caregivers can comfortably move them throughout spaces and participate with them. See the References & Resources section of this lesson for more information on adapting the learning environment for children with special needs. The next video discusses designing spaces and selecting appropriate materials for all children in your program space. Listen as one teacher reflects on how she adapts the environment and experiences to meet the needs of children in her classroom.

Infants & Toddlers: Cultivating Spaces for All Learners
Creating spaces for all infants and toddlers, discussing adaptive equipment and environments.
Organization
Consider how you might feel if a familiar store has been completely rearranged when you walk in to make a quick purchase? In a learning environment, caregivers and children may also feel frustrated when they cannot find what they need or when materials for play are unavailable. As a caregiver, it is your responsibility to ensure materials are easily accessible and well organized. When organizing your materials, you should think about three goals: independence, easy use, and learning.

Organize for Independence
First, as children develop, we want them to learn that they can find and use materials on their own. The best way to accomplish this is to store materials on low, open shelves. This lets children see the materials available, make a choice, and return the item with less adult support. Keep in mind though, that too many choices can be overwhelming. Second, we want children to learn to use signs and symbols in the environment to support their independence. One way we help them do this is by carefully labeling objects or the places the objects belong. The best labels use written words plus pictures or parts of the object (like a puzzle piece on a shelf that contains wooden puzzles). Labeling not only helps children learn to access toys and eventually clean-up independently, it also creates a print-rich environment. As an added benefit, you may find yourself giving fewer directions and reminders. When children can engage independently with materials, you have more time for interacting and expanding learning opportunities.

Organize for Easy Use
It is important to organize learning and play materials so that you and the children in your care can find what is needed. As infants develop into toddlers, this helps them realize, “I can do things on my own.” It also empowers children to try out ideas and use new materials. When organizing for easy use, think about storing similar materials together.

The types of storage you choose, including bins, baskets, and containers, can affect how easily children can access materials and put them away. For example, storing books on a shelving unit that allows children to see the full front covers of books may spark greater interest in reading and make it easier for children to choose books that interests them. Storing simple wooden puzzles on a puzzle rack will also make it easier for children to choose a puzzle and return it to its place when finished playing. Storage bins should be open (without lids) for materials that you want children to access themselves. They should also be made of lightweight material (e.g., plastic vs. metal) and not too large or too heavy, so that children can handle them on their own. Clear plastic bins will allow children to easily see the materials that are inside. Use bins that are large enough to accommodate materials without tipping over. Baskets should be free of material that could poke or scratch children and should not be used to store materials that can fall out through the holes, such as crayons.

playroom
Organize for Learning
It is important to keep the space clean, which involves both adults and children. The steps you take to organize for independence and easy use will also help you keep the space tidy. It will help children to know where materials belong, and they will learn to respect materials and the learning environment.

As discussed previously, the concept of using provocations can help you organize your space to spark or build upon children’s interests. Displays should reflect equity, diversity, knowledge, interests, and experiences of the diverse children in your learning environment. To maintain children’s engagement in play and learning, you will want to rotate materials regularly so children have the chance to use different kinds of materials.

Cubby organized for ease of use Instructor with toddlers
See
It is important to organize your space and materials for independence, easy use, and learning. Let’s look at a few ways infant and toddler caregivers organize their materials to meet these three goals.

Organizing Materials for Play
Watch how materials promote independence, easy use, and learning.
Do
Learning space arrangement allows you to make your room feel welcoming and like a home while incorporating your knowledge of developmentally appropriate practice. Remember that developmentally appropriate means that the environment you create for children should fit their current stage of development, while still being flexible to allow for differences between children in skills, interests, and characteristics. While designing your indoor learning environment, always consider the following:

Make Safety A Priority: Be sure to supervise infants and toddlers closely. Check toys and materials for safety every day and remove broken toys or play materials. Make sure that you have secure storage for all items that are unsafe for children. A well-designed learning space will also keep children engaged in appropriate play and help prevent undesirable, unsafe behaviors (e.g., jumping, running).
Make the Learning Space Feel Like Home: Use some of the suggestions offered in this lesson. Make sure some of your visual displays are at the children’s eye level.
Plan Ahead: Consider how you will use spaces for group experiences, storage, and display. Then identify the resources you need to make those spaces work. List all the materials you will need in each space based on the activities, storage, and displays that you are planning.
Organize Materials for Independence, Easy Use, and Learning: Infants and toddlers take cues from the way things are organized to help guide their interactions with the environment.
Place materials on child-size shelves with space between items so children can easily see each piece. Keep materials in single rows on a shelf if possible.
Store like materials together on open shelves to help children make connections, and to make clean-up easier.
Store materials for a specific activity together so children can easily find all the materials needed to complete the activity. (e.g., puzzle pieces in the puzzle board to show a complete puzzle, shape sorters with shape container).
Use small, clear containers to store like fine-motor pieces, such as rattles, teethers, connecting blocks (with each size and kind having its own container).
Label shelves and containers with pictures of items for easy clean-up and to support early-literacy skills.
Examples of Environmental Supports and Adaptive Equipment and Materials
Illustrative examples of environmental supports and adaptive equipment and materials
Explore
Using the information you have learned from this lesson, examine your environment while considering the question “If I were an infant or toddler…?” Download and print the Our Indoor Learning Environment Activity to capture your thoughts and ideas. Then share your responses with your trainer, coach or administrator.

Our Indoor Learning Environment
Take another look at your learning environment, this time from the perspective of an infant or toddler
Required: Complete and review this document with your trainer, supervisor, or administrator
Apply
Think about how you could design or redesign your own indoor learning environment. Download and print the Indoor Room Design Activity. Use the grid and labels to help you think about different ways to organize your space. Discuss your ideas with your trainer, coach, or administrator. In addition, download and print the Organizing Materials Checklist. Using the information from this lesson, examine each learning area and play space to determine if materials are organized to support ease of use and learning.

Indoor Room Design Activity
Use these labels and classroom grid to plan an effective learning environment
Organizing Materials Checklist
Look critically at learning areas noting how well they are connected to learning, development, and ease of use
Glossary
Adaptation:
Something that is changed to be more suitable for an experience; often considers the individual needs, temperaments, and preferences of each child
Aesthetics:
The attractiveness or pleasantness in appearance of a space; in this lesson, we discussed aesthetics in terms of creating a homelike, yet engaging classroom environment
Developmentally Appropriate Environment:
An environment that fits the stage of development the children are in but is still flexible enough to allow for differences between children in skills, interests, and characteristics
Emergent Inquiry:
Learning that evolves as the interests of the children change and they make new discoveries about their world
Learning areA:
An area within an infant–toddler room that allows caregivers to offer children specific nurturing and learning experiences but does not limit the ideas and exploration that can occur to be exclusive to the label for that area
Low, Open Shelves:
Shelves designed so adults can see over or through them at all times and children can access the materials they need
Nontoxic Plants:
Plants that would not cause an adverse or harmful reaction if consumed or touched
Provocation:
A picture, experience, display, or item that provokes thought, interest, questions, or creativity; provocations provide children with inspiration or guidance on ways they can engage with materials
Demonstrate

True or false? Since infants and toddlers learn mostly through exploration and interactions with caregivers, it is not necessary to have a space for group experiences. 

True

False

Finish this statement: Which of the following does not contribute to a homelike feel in your infant and toddler classroom? 

Using natural or soft lighting.

Displaying family photographs of the children and staff.

Using inexpensive frames to display children’s artwork on the walls.

Painting the walls in bright primary colors.

Which of the following should you do when organizing materials for independence, easy use, and learning? 

Store as many items as possible in a large bin to create more space in the environment.

Label shelves and containers in neat printing.

Store materials on child-size shelves with space between items.

Use clear containers to store fine-motor and gross-motor items together.
References & Resources
Broderick, J. T, & Hong, S. B. (2020). From children’s interests to children’s thinking: Using a cycle of inquiry to plan curriculum. National Association for the Education of Young Children.

Dodge, D., Rudick, S., Berke, K. (2015). The creative curriculum for infants, toddlers, and twos (3rd ed.). Teaching Strategies, Inc.

Duncan, S., Martin, J. & Kreth, R. (2016). Rethinking the classroom landscape: Creating environments that connect young children, families, and communities. Gryphon House, Inc.

Edwards, C. P. (2002). Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Research and Practice, 4(1). https://eric.ed.gov/?id=ED464766

Erdman, S. & Colker, L.J. (2020). Trauma and young children: Teaching strategies to support & empower. The National Association for the Education of Young Children.

Extension Alliance for Better Child Care. (2019, August 15). Adapting the child care environment for children with special needs. National Cooperative Extension. https://childcare.extension.org/adapting-the-child-care-environment-for-children-with-special-needs/

Greenman, J. (2005). Caring spaces, learning places: Children’s environments that work. Exchange Press, Inc.

Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs (2nd ed.). Redleaf Press.

Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2017). Blended practices for teaching young children in inclusive settings (2nd ed.). Brookes Publishing Co.

Kaiser, B. & Rasminsky, J. (2020). Valuing diversity: Developing a deeper understanding of all young children’s behavior. Teaching Young Children. 13(2). https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior

Nicholson, J., P.S. Driscoll, J. Kurtz, D. Marquez, & L. Wesley. (2020.) Culturally responsive self-care for early childhood educators. Routledge.

Petersen, S. H., & Wittmer, D.S. (2018). Infant and toddler development and the responsive program planning: A relationship-based approach (4th ed.). Pearson. "Skip to main content
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Infants & Toddlers
Positive Guidance
Promoting Guidance: The Environment
Predictable schedules, responsive routines, and the physical design of the learning environment all influence the promotion of positive guidance. This lesson describes how your infant and toddler early care and learning environment can support the development of self-regulation and help prevent challenging behaviors.

1
Guidance: An Introduction
2
Guidance: Infants and Toddlers
3
Promoting Guidance: The Environment
4
Guidance: Experience and Activities
Objectives
Identify ways the environment can help support the development of self-regulation.
Explore how the environment can help provide extra support and prevent challenging behaviors.
Learn ways to support infants, toddlers, and families through consistent and responsive routines and transitions.
Learn
Know
Take a moment to evaluate your current environment. What words would you use to describe it? Did you use words to describe the lighting, the colors, the sounds, or the temperature? The environment includes not only the physical space and furniture arrangement, but the people, routines, schedules, experiences, and emotional tone of the space.

Young children develop foundational skills for self-regulation in the first five years of life, which means caregivers and early-childhood teachers play important roles in helping young children regulate their thinking and behavior. As an infant and toddler caregiver, you have an opportunity to continue to explore the ways the environment can be used as a powerful tool to support the development of self-regulation and to prevent challenging behaviors. For very young infants who cannot move themselves from one activity to another, the environment is particularly important. The physical environment, group size, daily schedules, plans, and routines should encourage infants’ and toddlers’ sense of security and safety.

Creating Environments that Support Infants and Toddlers
The environment is a crucial element of infant and toddler care, and it is the adult caregiver who decides what infants and toddlers see, touch, and hear. They make decisions about how much fresh air, sunlight, and exercise infants and toddlers will have. Adult caregivers create the physical space, select materials and toys, and provide interactions and experiences that help make up the day for infants and toddlers. Infants and toddlers rely on adults to create an environment that supports relationships, encourages responsive care from adults, and is appropriate for their age, development, interests, and culture.

A caregiver sits and plays with three infant-toddlers on the floor
From the moment they are born, infants attend to multiple sensations, such as lights, sounds, movement, hunger, fatigue, etc. The ways young children perceive and respond to sensory information affects how they respond to the world around them, including people, and their ongoing development of self-regulation. For example, a young child who is more sensitive to sound may easily become overwhelmed in an early-care and learning setting where music is always played. Caregivers may notice this young child hitting peers, having trouble making eye contact, and playing with a toy for an extended period of time during times when the noise level is higher than usual.

As an infant and toddler caregiver, it is important to stay connected with a young child’s family. Connections with families help you find ways to support infants’ and toddlers’ unique needs, which helps them regulate their behaviors and feel safe and successful in the care setting.  Ongoing observation can also provide clues about how a young child is receiving, making sense of, and responding to the environment.

Below are some examples of how the environment can directly impact social development, and strategies to consider within your early-care and learning environment to support self-regulation and prevent challenging behavior:

Responsive, consistent routines and schedules help strengthen relationships between infants, toddlers, and their caregivers. This provides security and a sense of control by letting infants and toddlers know what is coming next, which allows them to relax and explore their environment. Well-developed, clear, and consistent schedules and routines can help keep toddlers engaged in the day’s activities, prevent distress, and reduce anxiety in young children, especially those who are resistant to change or surprises.
Observe for signs of overstimulation.  Provide quiet spaces for infants and toddlers who may be feeling overwhelmed or use white noise to help reduce loud or distracting sounds.  Post family photos that infants and toddlers can see throughout the day.
Talk about families during the day and let infants and toddlers know their parents are thinking about them.
Provide toys and materials that are responsive to young children’s development and interests.
Design the learning environment to promote both independence and social interactions. Place materials on low, open shelves, and ensure there are enough similar materials for children to play together. 
A bulletin board at a center displays photos of the children's families
Considering Schedules and Routines
Managing time and the sequence of events that occur each day is an important part of positive guidance. A regular schedule can prevent behavioral outbursts and reduce anxiety in children. Providing structure and predictability helps everyone know what is to be expected throughout the day. Below are some suggestions for your infant and toddler environment:

Post a visual schedule of the day’s events at young children’s eye level so they are aware of what is coming next, helping them to understand the sequence of events.
Use multiple strategies during transitions, such as providing a picture that shows young children cleaning-up while saying, “When the bubbles stop, it will be time for clean-up.”
Prepare infants and toddlers by talking about changes in advance. Some infants and toddlers will notice changes more than others and may feel stressed by the changes. In addition, it may be useful to review past activities with toddlers, assisting them in making connections from past events for a sense of structure throughout their day.
Invite infants and toddlers to take part in daily routines. For example, you may let an infant hold their clean diaper, or invite a toddler to put out the plates on the table. By allowing infants and toddlers to participate, you are showing them that they are important.
Help support children and families during arrival times by providing them space and time to say “good-bye.” Sometimes a child may become quickly engaged in the classroom after they arrive, and it may be tempting to have the family member “sneak out.” However, remember that separations from loved ones can be challenging for infants and toddlers, so it is best that they experience this transition to ward off future distress. If the child does become upset at drop off, work on a separation plan with the family in order to support both the child and the caregiver.
Ask families about their routines at home and what they feel might help during transitions, in particular hellos and good-byes. Children may have security items, like a blanket or stuffed animal that help them to feel calm and secure. Many families have their own practices regarding routines. By working to incorporate the routines of the families in your program, you are being culturally responsive.
An example of a visual schedule

A second example of a visual schedule

Considering Physical Design
In a program for infants and toddlers, it is important to engage young children with the environment, including the people around them. Comfortable furnishings and soft surfaces with interesting patterns provide visual interest and a safe place for young children to explore. Incorporating separate spaces for play, frequently rotating materials, and providing duplicates of toys will help to avoid conflicts, hurt feelings, and tantrums. Also, think about how your space looks to infants, toddlers, and their families. Children can become visually overstimulated too. In order to make the space feel welcoming, calm, and home-like, keep the décor minimal. Additional ideas and information can be found in both the Learning Environments and Social Emotional Development courses.

When a child begins to exhibit a challenging behavior, it is easy to try to think of ways to fix that behavior. As discussed in the Learning Environments course, the environment is considered to be the child’s third teacher (with parents and child care providers being their first and second teachers), according to the Reggio Emilia approach to early learning. What this means is that a caregiver should consider what changes could be made to the environment to support the child exhibiting challenging behavior. It is important to evaluate all aspects of the environment, including the people and the schedule or routines. It is possible that a child prefers how a particular caregiver rocks them to sleep or that turning the lights down before nap time is a helpful cue for them to know it is time to rest. Other considerations could be the design of the space (moving shelves to prevent running) or the availability of materials.

A caregiver sits with two toddlers at a table during meal-time.

Preventing Challenging Behaviors in the Infant Toddler Environment
Infants and toddlers exhibit challenging behaviors for a variety of reasons. As an infant and toddler caregiver, you have opportunities to understand the reasons for and the meaning behind these behaviors and to offer support and guidance in a nurturing environment. Caregiving environments, health, developmental strengths and needs, and temperament all influence young children’s behaviors. Even when developmentally appropriate supports and strategies are in place, some infants and toddlers will require an individualized approach. Let’s use biting as an example:

Temperament: Adult caregivers can consider different ways to support this child’s temperament. For example, if an infant or toddler feels anxious in new situations, the adult caregiver can give extra support when there is going to be a change in the routine.
Environment: Adult caregivers can change the environment to encourage additional positive behaviors. For example, if a toddler bites during cleanup time, caregivers can involve the toddler in helping the adult with a specific cleanup task. Or, if the environment is over stimulating, the caregivers might dim the lights, reduce the noise level, separate children into smaller groups, or create a designated space for toddlers to recharge and relax with the support of an adult.
Communication: A young child’s biting may be their most effective form of communication. When they bite, they get a reaction from their peers and their caregivers.  Adults can help support the development of new communication skills, such as, “Stop!” or “Help!” Sometimes, a young child might bite as a form of greeting. In this instance, adult caregivers can support the child to learn other ways to say hello.
Personal Needs: Eating and resting times may need to be adjusted if a young child seems to be biting when hungry or tired. Also, toddlers should have access to drinking water throughout the day. Often, young children may bite when they are getting new teeth. Consider offering the child a teething toy or cold, wet washcloth to chew on. Be sure to use messages such as, “Do your teeth hurt? You can bite this toy,” instead of “Stop biting,” as a means of redirection. We will discuss redirection more in Lesson 4.
Strong emotions: Adult caregivers can help young children learn to identify and express strong emotions by labeling and validating them. For example: “You smiled when he gave you that block. Did that make you happy?” or, “I also feel so disappointed that it’s raining outside!”
Stress: Adult caregivers can continue to recognize signs of stress in infants and toddlers and provide supportive words, touch, or items to offer additional comfort.
For additional support in finding the most responsive and effective approaches to a young child’s behavior, talk with your trainer, coach, or administrator about your program’s policies regarding responding to challenging behavior. Also, discuss ways you can continue to communicate with families to learn about the infant’s or toddler’s world.

Addressing the Needs of All Children
Children in your classroom who have developmental delays or who experience challenging life events or circumstances may also experience challenges with behaviors. These challenges may influence their ability to benefit from high-quality early education and to engage in positive social interactions with peers and adults. Even though challenging behaviors are typical for young children, some children show persistent challenging behaviors that may affect their overall early care and learning experience. It is important to provide children with the support they need so they can benefit as much as possible from their early learning experiences. For these young children, you may need to adapt your routines, program environment and experiences to enable them to be successful. Think about large group activities, transitions, lunch and snack time, potty time, free play time indoors and outdoors, or other routine and program events. What are you doing during these times to ensure you address the needs of all children in your program?

You will also have to work with children’s families to ensure consistency between the early care and learning environment and home. Families may benefit from your strategies that support children’s positive behaviors. Some infants and toddlers in your care may have conditions that affect their social-emotional development, including developmental delays, autism, neurological and perceptual disorders, or language and communication delays. Children with Individualized Education Programs (IEPs) or Individual Family Service Plans (IFSPs) have a specific plan to help them meet their education or developmental goals. Very often, these children will need changes or adaptations to their schedule, routine, and classroom environment.

It is critical that you get to know the children in your program to be able to support their successful participation in your program experiences. Make sure all children and families feel welcome and involved. The Kids Included Together (KIT) program can be a valuable resource for ideas. You can also consider Building Blocks and Cara’s Kit. These resources from the Council for Exceptional Children Division for Early Childhood provide practical, real-world ways to help children succeed in their environments.

See
Preventing Challenging Behavior: Transition Strategies

Watch this video and think about how transition strategies impact behavior
Do
Continue to consider the many ways you can create an environment for infants and toddlers that both supports the development of self-regulation and prevents challenging behavior:

Provide consistent and predictable expectations and care routines.
Have duplicates of favorite toys and materials.
Rotate toys regularly to support new interests.
Provide materials and experiences related to infants’ and toddlers’ interests or emerging skills.
Minimize waiting time during transitions.
Provide safe opportunities for exploration and independence.
Talk with infants and toddlers about their day and what they will be doing next. Provide warnings before transitions to help infants and toddlers prepare.
Provide multiple sensory activities.
Offer books, pictures or other materials that talk about or demonstrate different emotions. These items provide opportunities to help label emotions and discuss appropriate ways to express them.
Supporting Infants and Toddlers with Challenging Behavior
Better outcomes result when challenging behavior is identified early and met with supports
Explore
It can be useful to ask a trainer, coach, or administrator to observe your classroom environments and give you feedback on how these environments function. You can use this information to reflect on the appropriateness of your classroom spaces. Read and complete the Observing Environments Activity. Share and discuss the findings with your trainer, coach, or administrator.

Observing Environments Activity
Ask a trainer or coach to observe your learning environment and pay attention to areas where challenging behavior occurs
Required: Complete and review this document with your trainer, supervisor, or administrator
Apply
Download and print the Infant & Toddler Environment Planning document from the National Center for Pyramid Model Innovations (NCPMI). Use this handout to think about your program environment and how each space supports the social and emotional development of infants and toddlers in your care. Pay attention to potential improvements to your environment and examples of things you can work on modifying. You can also review the Infant and Toddler Spaces document to support your reflection of your own environment. When you are finished share your work with your trainer, coach, or administrator.

Infant & Toddler Environment Planning
Use this guide from NCPMI to consider aspects of your environment that support the social-emotional development of the infants and toddlers in your care
Glossary
Relationships:
Sustained interactions with emotional connections with particular, important meaning between the individuals involved
Routine:
An event that happens daily like snack, toileting, diapering, arrival, departure, or clean-up
Transition:
The movement between one activity and the next; usually involves stopping one activity and starting a new one
Visual support:
An object that is used to communicate information to children through pictures, drawings, or images; examples include picture schedules, or classroom signage
Demonstrate

True or False? Predictable, responsive routines can help infants and toddlers relax and explore their environment.

True

False

A twelve-month-old that is new to your program becomes very upset when their parents leave. What do you say to the parents?

“Try to sneak out of the classroom as quickly as possible while I distract them.”

“I don’t think they are adjusting very well to our program. You may need to consider a different program.”

“Has your child always been this clingy?”

“Does your child have a special object, such as a blanket or teddy bear, from home that might help them transition?

Finish this statement: Self-regulation skills…

develop quickly in the first year of life.

develop later during the teen years.

develop entirely in the home.

begin to develop during the first five years of life.
References & Resources
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127.

Brenner, M. I. (2001). When no gets you nowhere: Teaching your toddler and child self-control. Prima Publishing

Greenman, J., Stonehouse, A., & Schweikert, G. (2008). Prime times: A handbook for excellence in infant and toddler programs. Redleaf Press.

Honig, A. (2005). Behavior guidance for infants and toddlers. Southern Early Childhood Association.

Koralek, D. G., Dombro, A. L., & Trister Dodge, D. (2005). Caring for infants and toddlers. Teaching Strategies.

Williamson, G. G., & Anzalone, M. E. (2001). Sensory integration and self-regulation in infants and toddlers: Helping very young children interact with their environment. ZERO TO THREE.
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Daycare Ideas: Interior Design Inspiration for Your Childcare Center
Learn about creative and inspiring daycare room setup ideas and how to best design your space for infants and toddlers.
brightwheelBlogRunning a businessDaycare Ideas: Interior Design Inspiration for Your Childcare Center
Last updated on July 03, 2024
If you work in early education, you know that the design of your physical space is critical for providing high-quality care for young children. Good interior design can help keep your program organized, encourage little ones to explore and learn, and provide a safe and nurturing environment for the children you serve.

Whether you’re starting your own childcare business or refreshing your current facility, this guide will provide you with daycare room setup ideas and tips to design your space for both infants and toddlers.

In this article, you'll learn about the following topics:

How to decorate a daycare classroom by age group
Daycare room setup ideas for infants
Daycare room setup ideas for toddlers
Home daycare room ideas
Daycare classroom storage ideas
Where can I find daycare decor?
What other supplies do I need when starting a daycare center?
Additional resources for daycare ideas

 

How to decorate a daycare classroom by age group
The first step to designing the rooms in your childcare center is to carefully consider the children you serve and what their needs are based on their age. Use decor and furnishings that are functional, developmentally appropriate, and able to facilitate a wide range of activities and learning.

Here are a few of the most common elements needed for daycare centers, broken down by age group.

Ideas for infant rooms (under 1 year): 
Cubby storage
Classroom storage
Station for changing diapers
Crib area
Feeding area
Adequate room for crawling and developmental play

Ideas for young toddler rooms (1-2 years old):
Cubby storage
Classroom storage
Station for changing diapers
Children’s toilets and sinks
Eating area
Crib or cot area
Adequate room for activities and developmental play

Ideas for older toddler rooms (2-3 years old): 
Cubby storage
Classroom storage
Station for changing diapers
Children’s toilets and sinks
Eating area
Nap area
Open, unrestricted area for activities and lessons

If your childcare center uses the same rooms for mixed ages, you’ll need to include all these elements in your interior design plans. 

Elevate your preschool classroom management with brightwheel. This all-in-one software allows you to assign staff and children to specific rooms, making it easy to plan activities and track attendance. You can also set capacity limits and ratios and check them at any time with real-time data.

Daycare room setup ideas for infants
When setting up infant spaces, consider these design elements: 

Colors that promote a calming environment. Incorporate natural colors on walls, major furniture, and overall decor for a calming ambiance. 
Natural lighting. Natural lighting that comes through windows is always the best source of light for young children. When using artificial lighting, stick to soft, warm lights. 
Furniture designed for infants and adults. Include plenty of adult-sized furniture in infant classrooms for proper back support. Floor chairs allow infant caregivers to be on the floor while supporting their back. Likewise, infants need furniture that they can safely use and access as they become more independent and mobile.
Infant nap area. Best safe sleep practices, as outlined by the American Academy of  Pediatrics (AAP) and state licensing policies, must be top of mind when designing a nap space to reduce the risk of sleep-related infant death. 
Supervision and safety. It's extremely important to vet all design elements and materials for health and safety. Stay on top of product recalls. In addition, arrange all furniture in sleeping, eating, and changing areas to ensure constant supervision while maximizing access to the children.

Here are some successful daycare room setup ideas for infants. Take a look and see if they spark ideas for your own center.

brightwheel_daycare ideas_infant 1Source: Pinterest

This infant room features ample crib space and an adjacent play area with soft flooring. Wall decals and hanging mobiles help to make the room warm and more inviting, similar to decor that you would find in a home.

Daycare Ideas for Infants - brightwheelSource: Pinterest

This infant room uses a low dividing wall to separate the sleeping area from the play area. Small shelves and mats create distinct activity spaces for infants to explore. 

Daycare Ideas for Infants - brightwheelSource: Calbert Design

This center maximizes the play area space by pushing cribs and drawers against the walls. Colorful toys and furnishings make the room more stimulating for little ones.

Daycare Ideas for Infants - brightwheelSource: Pinterest

This daycare center includes a separate changing room that can accommodate multiple infants at the same time. Playful wall decals help to brighten the space and provide infants with something fun and colorful to look at while being changed. 

Daycare Ideas for Infants - brightwheelSource: Pinterest

This layout uses strategic furniture placement to create a seamless transition from the play area to the crib area. The hanging cloth from the ceiling also helps to dim bright overhead lights and create a calm and peaceful ambiance in the room.

Daycare Ideas for Infants - brightwheelSource: Leport Schools

This infant play area is simple but effective, and can easily be a home daycare setup. It includes ample crawling space, a mirror that’s safely affixed to the wall, and materials that support the development of gross motor skills. 

Daycare Ideas for Infants - brightwheelSource: Smart Kids Bilingual Daycare

In this center, a colorful foam mat covers the entire floor, creating a generous amount of safe space for crawling, playing, and learning. Child-size shelves with toys and materials support young children’s independence and exploration.

Daycare room setup ideas for toddlers
When setting up toddler spaces, consider these design elements in addition to the recommendations for natural colors, lighting, and supervision included for infants: 

Furniture designed for toddlers. Incorporate furniture that toddlers can safely and independently use. Store materials, puzzles, books, toys, and manipulatives on shelves that are accessible.
Activity centers. Create dedicated spaces for reading, building, art, music, dramatic play, loose parts play, and more.

Here are some successful daycare room setup ideas for toddlers that can help to inspire new ideas for your own facility.

Daycare Ideas for Toddlers - brightwheelSource: Guardian Newstead

This open floor concept ensures that active toddlers will have plenty of room for play and exploration. 

Daycare Ideas for Toddlers - brightwheelSource: Early Childhood Fun 101

This daycare center uses simple decor, such as wall art and hanging planters, to create a peaceful, airy atmosphere. The table on the right doubles as additional storage space, as the two white lids can be removed to store toys and art supplies underneath. 

Daycare Ideas for Toddlers - brightwheelSource: Clever

This childcare center features a colorful mural that brightens the entire room. A simple shelf is used to split the room into a reading and learning area and space for playtime and crafts. 

brightwheel_daycare ideas_toddler 5Source: Apartment Therapy

This toddler play area is easy to set up in a home daycare. It uses wall art, green furniture, and other fun decorations to bring the outdoors inside. 

Daycare Ideas for Toddlers - brightwheelSource: Project Nursery

This daycare center uses low shelving to create four distinct play areas: a cafe, a reading area, an art corner, and a manipulatives area.

Daycare Ideas for Toddlers - brightwheelSource: Pinterest

Wall decals and hanging stars make this nap room cozy and comforting for little ones. In addition, using rugs and carpets in nap areas can be effective noise absorbers for sounder sleep.

Daycare Ideas for Toddlers - brightwheelSource: Pinterest

This childcare center utilizes multiple shelves and storage units to stay organized and to create distinct activity areas in the room.

Daycare Ideas for Toddlers - brightwheelSource: Inhabitat

By using an entire wall for storage, this daycare center maximizes the amount of space available for children to play and do other activities.

Daycare Ideas for Toddlers - brightwheelSource: Pre-K Tweets

This daycare classroom setup has a cozy reading nook that includes a rug, a couple of chairs and pillows, and a bookshelf, giving the room a homey atmosphere. 

Home daycare room ideas
Designing a home daycare requires a little creativity and ingenuity to find ways to turn living spaces into safe and stimulating environments for children. However, home daycares have the advantage of having warm decor, soft lighting, and a variety of textures that are familiar and comfortable to a young child and are important for a sense of belonging.

When setting up a home daycare, consider these design elements in addition to what can be adapted from the recommendations shared for infant and toddler classrooms at a center-based program: 

Use portable or multi-use furniture. Find portable furniture or furniture that can be used in multiple ways to transition from one activity to another with ease and without having to transport younger children. 
Create designated spaces for storage in your living space. Designate bins and shelves that remain as fixtures in the environment, so children can access them independently and safely as part of their daily routine. 
Rearrange furniture for safety. Check all furniture for sharp corners and consider moving furniture that would be inviting for children to climb (i.e., coffee tables, dining room tables, etc.). 

Here are some ideas you can use for your own program.

home daycare school bus Source: Pinterest

In this home daycare setup, the children’s furniture is portable and can easily be moved to change the utility of the space.

Home daycare room ideas_2Source: Pinterest

This home daycare setup takes a different approach to design and uses the space behind the living room as a dedicated space for the children with gates to limit the children’s access to certain areas. 

Home daycare room ideas_3Source: Pinterest

This design works beautifully in a home. The space is inviting to both children and adults with movable materials such as rugs, bean bags, and pillows. 

Daycare classroom storage ideas
Effective storage and shelving solutions can help make a daycare center safe, inviting, and organized.

Daycare storage ideas - brightwheelSource: Pinterest

You can organize play stations, such as this toy kitchen area, by using floating bins and shelves that are safely affixed to the wall. 

Daycare storage ideas - brightwheelSource: Create Play Travel

Themed clothes hooks can help to keep a dress-up station tidy and more fun for children to use. 

Daycare Storage Ideas - brightwheelSource: Mrs. Jones’ Creation Station

This classroom uses a combination of shelving and colorful bins to keep toys and activity materials organized and easy to reach. 

Daycare Storage Ideas - brightwheelSource: Les Petits Gazette

Floating shelves and child-sized book bins can keep your reading corners clean and incentivize children to read more. 

Daycare Storage Ideas - brightwheelSource: Pinterest

This daycare cubby station includes multiple shelves for children’s belongings and hooks for backpacks and jackets. It’s a welcoming space with natural wood and a plant. It encourages children to be tidy and independent as their belongings are within reach.

Where can I find daycare decor? 
There are many online stores that sell furnishings, decorations, and play materials for childcare centers. Here are a few of the most popular online retailers for early education:

Community Playthings 
Natural Pod
Amazon
Etsy
Lakeshore Learning
School Outfitters 
Wayfair
What other supplies do I need when starting a daycare center?
Whether you’re operating a home daycare or a big, multi-location childcare business, you’ll need a variety of supplies to ensure smooth operations and compliance with your state’s childcare licensing requirements. Here’s a list of recommended supplies to start with:

Safety supplies, including first aid kits, smoke detectors, carbon monoxide detectors, outlet covers, fire extinguishers, and an emergency preparedness kit
Cleaning supplies, such as disinfectants, gloves, and hand sanitizer for your staff members
Age-appropriate and safe toys, including toys that promote cooperative play and help to develop gross and fine motor skills
Daycare technology to help you run your center efficiently and smoothly, such as brightwheel—an all-in-one early childcare solution that partners with educators to streamline their center’s operations and build a great reputation
The Importance of Learning Environments on Early Childhood Education
July 10, 2023
All, Early Childhood
EYLF, Learning Environments
Undoubtedly, the learning environment is a vital part of early childhood education. It is one of the seven Practices of the Early Years Learning Framework. Additionally, the learning environment supports several Quality Areas in the National Quality Standard.
Learning environments
Have you heard of the ‘third teacher’ before? They sit behind the teacher and family in terms of impact on children’s learning. They have the power to bring comfort to or invoke stress in children. The ‘third teacher’ can encourage or discourage a child from engaging. Yes, the ‘third teacher’ is the learning environment. Named so, because of its importance to early childhood education (ECE).

The learning environment is wide-ranging. It includes both indoor and outdoor spaces, as well as the design, layout and organisation of these.

Temporal and social elements are also part of the learning environment. For example, allocating time and space for active and quiet play can help to establish a routine.

Early childhood educators can offer diverse and meaningful experiences for children by altering and tailoring the learning environment.

The learning environment in the Early Years Learning Framework and National Quality Standard
Both the Early Years Learning Framework (EYLF) and National Quality Standard (NQS) call for the environment to promote children’s well-being and support their creativity and confidence.

The EYLF is the curriculum framework for ECE in Australia. The latest version says:

Environments that support learning are vibrant and flexible spaces that are responsive to the strengths, culture, languages, interests and capabilities of each child, and reflect aspects of the local community.”

Australian Government Department of Education, 2022, p 23
Therefore, the learning environment is a way to engage in cultural responsiveness and foster a sense of belonging in children.

The National Quality Standard (NQS) also highlights the importance of the learning environment. The environment is present in several of its Quality Areas:

Quality Area 1 – Educational program and practice
Quality Area 2 – Children’s health and safety
Quality Area 3 – Physical Environment
For example, Quality Area 1 calls for the program, including routines, to be organised to maximise learning opportunities.

The NQS is the benchmark for the quality of ECE in Australia. It outlines the standards that early childhood settings are assessed against.

Our Inspiring Play Spaces early childhood education resource assists you in creating play spaces that align with the EYLF and NQS.

indoor learning environment
The importance of a learning environment
Ensuring children’s health and safety is the obvious reason why learning environments are crucial. Buildings, fixtures and fittings all need to be fit for purpose to ensure children are protected from harm.

Part of being fit for purpose includes the spaces being accessible by every child. And this extends to creating an inclusive environment where all children can participate and engage. For example, are there enough materials and resources for each child to use?

Secondly, the learning environment enables positive relationships and effective communication. Open spaces allow for interaction, inclusivity and engagement. And in the same way, having different means of communication within a space (for example, verbal, written or visual) will help children to express themselves.

Outdoor spaces in a learning environment
Outdoor spaces are part of the learning environment. They offer an array of physical activities and learning experiences, which are not available or limited indoors.

Open-ended play and interactions – There are more opportunities for open-ended play in the outdoors, inviting children to create, discover and explore. When children are not confined by a time restriction or desired outcome, they feel free to take risks and act spontaneously.
Mental and physical well-being – Simply just being outside in the natural environment improves well-being – not just in children, but adults too. If you are not convinced, Google the Japanese practice of “forest bathing” (or shinrin-yoku). It also helps children’s physical development through jumping, running and climbing. Outdoor activities like this build strength and improve gross motor skills.
Connection with the environment – As Nicola Halton and Natashja Treventon explain in Dream, Design, Develop, “There is an international push for children to ‘save the planet’, yet unless a strong connection to the natural world is fostered in the early years, what incentive is there to protect it?” Outdoor spaces help children to learn about the environment and encourage them to take responsibility for it.

The best way to illustrate why outdoor learning environments are important is to finish with another quote from one of our ECE resources. In Dream, Design, Develop it says:

We ask educators to recall and share memories of childhood play, and most common among the memories shared are nostalgic recollections of uninterrupted (and often unsupervised) outdoor play.

References
Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf"