Arranging the Learning Environment

Chapter 13 from The Exceptional Child: Inclusion in Early Childhood Education; Allen, K. Eileen and Cowdery, Glynnis E.; 2015

Special Note•This chapter may provide the most guidance as you complete your Key Assessment for EDU 221: Designing an Inclusive Indoor and

Outdoor Environment

“Third Teacher”• A well designed environment maximizes learning and leads children to have

appropriate behaviors• I remember my favorite training I have ever had. Years ago (25+), a woman

came into my room for several days to observe the environment and the engagement rating of the children in my care – 10 children with identified special need, ages 3 – 5 years old. There were 2 assistants in the room with me. • The “Aha!” moment came when she showed me (and told me) that carefully

planned and interesting environments minimize misbehaviors. We reworked the schedule. We examined the environment. I had been expecting my children to behave! Instead, I learned that they behaved when the room and activities met their needs. I wish that same type “Aha” moment for you!

Inclusive Classroom Environments• All children are included• All children are interacting and having fun• Necessary therapeutic equipment may be fun and available to all children• That which provides safety and security for a child with special needs also

provides safety and security for all children• Order reduces unnecessary distractions for all children and enhances

independence• Flexible consistency helps all children feel comfortable and allows them to

take risks within the parameters and each child’s comfort zone.

Preventive Discipline

• How can the environment be arranged to promote positive behaviors and reduce problems?• How can adults, with knowledge of typical child development,

anticipate behaviors and help avoid problem behaviors?• How can adults use observations to prevent problems and set up

learning opportunities to teach new skills that promote positive behaviors?

Arranging for Learning

• Remember DAP? – knowledge of the predictability and sequential nature of child development while taking into account individual differences• Learning for• Self-help skills (independence skills) – appropriately sized furniture and

accessories, visual cues, labels, private space, alternative activities, etc.• Teacher-structured activities – large group, small groups, one-on-one,

teacher-centered, student-centered, planned, spontaneous, etc.• Discovery learning – free play, clearly delineated learning areas, see

suggestions in text on pp. 336 - 339

Planning Early Learning Environments

• Safety• Organized and orderly• “SAFE” outdoor environments• Visibility• Good match between children, developmental levels, and materials• Ease of movement• Independence• Availability of Teachers• Choice• Novelty with familiarity• Flexibility

Scheduling

• Account for individual differences• Vary active and quiet activities• Orderly and sequential activities• Providing advance notice of pending activity changes• Providing ample time to meet needs and interests• Use of embedded learning opportunities within schedule• Appropriate scheduling to meet teacher needs and requirements• Identifying and teaching procedure expectations

Review• The environment and the schedule can drive learning and motivation while

encouraging appropriate behaviors• Considerations must be made for what we know about child development in

general and individual needs for the children in our care.• Learning includes independence skills, teacher structured activities, and

discovery learning.• Environments and schedules will change as the year progresses and as

children gain new skills.• Smooth transitions work best when children are able to move at their own

pace and waiting is minimized• Procedures must be taught.