Environment as the Third Teacher:
Designing Intentional Spaces
for Young Children
By Cheryl Anderson, QCCI Training & Professional
Development Coordinator
October 22, 2103
What is the environment?
Indoor and outdoor space
 Physical design of equipment, furnishings,
and materials
 Daily schedule
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Why is the environment important
to children, staff and families?
“Our environments have a great influence on how we feel
and how we behave.”
Margie Carter and Deb Curtis
This is your second home (consider the elements
within your own home that offer you comfort, security
and a sense of belonging)
 Offers children the opportunity for choices, exploration,
relaxation, investigation & discovery
 Engages families by creating connections
 Reflects our beliefs about children and what they
deserve
 Supports their development, interactions, and their
interests
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WHAT MEMORIES DO WE WANT OUR CHILDREN TO
HAVE OF THIS SPACE?
What is the role of the Early
Childhood Educator?
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To be intentional in the design of the environment both
inside and outside
To reflect the children, staff and families in the design of
the environment
To supply materials and activities that reflect the
strengths/needs and interests of the children and
deepen their explorations
To provide children with relevant, real, hands-on
materials
To provide long uninterrupted periods of time for
children to explore their environment
To be playful!
What elements contribute to a
well-designed & inviting
environment?
Room arrangement
 Storage & arrangement of materials
 Aesthetics
 Natural elements
 Authentic materials
 Honoring children’s lives & experiences
 Indoor and outdoor space consideration
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Room Arrangement
Room Arrangement
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Provide variety of learning areas
When placing learning areas, consider their function and
their mood – consider how to define space
Be aware of space needs for different learning areas – is
there enough room for children to engage with materials?
Provide enough materials for each area (need enough
materials to have deep exploration for group of children)
Be aware of how children flow through areas – do
pathways/walkways interfere with children’s play?
Be aware of possible barriers to play (create an inclusive play
environment for all!)
Is the lighting appropriate for the space?
Rules around space (can materials be moved from area to
area to extend play?
Storage and Arrangement of
Materials
Storage and Arrangement of
Materials
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What materials do we provide?
Open-ended versus close-ended? Loose parts?
Representational materials?
How often do we rotate them?
How do we make materials available to children?
Do we organize our shelves with a place for all
materials – children lose interest in their space when it
is overwhelmed with items placed without purpose
Create a system for children to retrieve and return
objects (use containers that are transparent or made of
natural materials and identified by word, picture, object
or combination)
Do we present materials by creating invitations?
Invitations are a collection of interesting and carefully combined
materials aesthetically presented. These invitations may be used
to:
. Respond to/enhance an emerging interest
. Introduce children to a new concept
. Help children learn new skills
Aesthetics
Aesthetics
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Consider the elements of light , sound, “visual clutter”,
texture, and colour
Implement a variety of lighting sources (floor lamps, table
lamps, light table, overhead projector, chandeliers, lights with
dimmers, flashlights, prisms or glass balls at windows)
Sound – be aware of how sound can affect children – create
various listening experiences
“Visual clutter” – what do we have on our walls? Be
intentional with displays.
Texture – need to provide children with different textures
(infuse recycled textures)
Colour – can be powerful in both positive and negative ways
Use neutral colours on walls and add accent colours with
decorative elements (pillows, rugs, children’s artwork,
curtains, materials)
Natural Elements
Natural Elements
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Your space should be filled with natural or living things
– what things?
Learning tool + they enhance space with beauty
Lose the plastic – plastic gives off 35X more energy
than wood
Children need concrete, real objects (real nature not
plastic)
Natural elements can be used in play
EXERCISE: Photo Study
Look at the photos provided and share how natural
elements or loose parts are being used in children’s play.
Authentic Materials
Authentic Materials
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Term “authentic” refers to an object that is commonly
seen or used in an adult space
Allows children’s play experiences to mirror real life
What authentic materials could be added to each of the
following learning centres?
Dramatic Play
Block Area
Science Area
Honouring Children’s Lives &
Experiences
Honouring Children’s Lives and
Experiences
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How do we personalize the space for children? How do
we make it theirs?
How do we make connections between home and child
care?
How do we recognize the uniqueness of our children
and families?
What is the image of the learner conveyed by the
materials/things displayed?
Are the children’s ideas, work & words honoured by
displays?
Do commercial materials contribute to children’s
learning?
Indoor and Outdoor Space
Indoor and Outdoor Space
Should be an extension of each other
 Materials and activities can be the same
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Groups to engage in Photo Study and ask yourselves:
1. What engages me as I look at the photos?
2. What elements could I add to my existing space?