Analyzing Teaching and Learning Environment
Dimension
Soft/Hard: Indicates the extent to
which an environment is responsive,
especially on a sensory/tactile level
Open/Closed: Applies to the program,
materials, and storage patterns.
Simple/Complex: Relates to the
availability of structuring cues for use of
material.
Intrusion/Seclusion: Deals with
boundaries that can be visual, auditory,
or driven by people.
High/Low Mobility: Relates to activity
level and muscular involvement. High
mobility generally implies large muscle
activities; low mobility generally implies
small muscle activities.
Traffic Flow
Descriptive examples
Elements of softness in an environment often add to comfort and reduce tension. In classrooms, elements of
softness often elicit a sensory response. Indoor elements might include fabric, carpet, cozy furniture (rocker,
stuffed chair, rug, pillows), laps for sitting, curtains on window; and materials such as sand/playdough. Outdoor
elements might include grass, sling swings, etc.
Open programs encourage children to make choices for a substantial part of the day; the environment supports
children in making choices and assessing materials. Examples of “closed” elements: Children do not have choice
during center time. Storage: Floor puzzles can only be accessed by an adult. Open materials can be used in
many possible ways (e.g., include playdough, water, art materials, blocks); closed materials have limitations
(e.g., puzzles, board games, tracing patterns).
Materials can be seen as simple/complex based on the learner (e.g., a book offers more possibilities to a reader
than a non-reader). Materials can be simple, complex, and super-complex . Simple units have one obvious use
without sub-parts that enable a child to manipulate or improvise. Complex units have at least two different
materials that are unpredictable or encourage improvisation (e.g. sand table with tools, play house with
supplies). Super-complex have 3 or more materials (water table or play dough with multiple tools). Materials at
each level ensure children’s interest, attention, and focus.
Visual boundaries include partially screened units (1- or 2-sided protection to cut down on visual or physical
intrusion), insulated units (at least 3-sided protection by walls/dividers for 3-4 children), or individual hide units
(close cozy places with room for 2 children at the most). Auditory boundaries: Placement near quiet activities
gives more seclusion. People-driven boundaries may relate to accessibility to people (public vs. private
aspects). Intrusion may also relate to the introduction of new/different elements, while seclusion may protect
from change. Both intrusion and seclusion may have positive/negative implications.
Considerations include appropriateness of the space for the type of movement that will occur, and the degree
to which the environment meets children’s needs for high and low mobility activities (e.g., ways to structure
materials/activities available throughout the day, or increase mobility to meet individual needs).
Traffic flow can increase or decrease children’s ability to participate actively in classroom. Possible
considerations: providing sufficient space for children to enter/exit activities without colliding; pathways for
children to move freely between activity areas; avoiding placing activity area in front of the bathroom entrance;
avoiding long pathways that could encourage running.
Adapted from: Jones, Elizabeth and Prescott, Elizabeth (1984) Dimension of Teaching Learning Environment: A Handbook for Teachers in
Elementary Schools and Day Care Centers. Pasadena, CA: Pacific Oaks College