Chapter Overview

Planning a stimulating indoor environment for young children is a complex process. The teacher should separate active/quiet areas and dry/wet spaces, include areas for different sizes of groups, and evaluate the quality of the physical space. The indoor environment typically includes many different centers, such as art, manipulatives, book/quiet areas, blocks, housekeeping, dramatic play, music, and discovery/science centers. Each of these areas must be carefully planned by the teacher. There are many considerations in planning for infant/toddler, preschool, and primary classrooms. The needs, interests, and abilities of children, safety and movement through the classroom should all be planned for in each setting. Several commercial resources are available for quality equipment and materials needed for the early childhood classroom. Teachers or parents can also make inexpensive materials and equipment to meet the needs and interests of children. Teachers of young children must adapt materials, equipment, and activities so that children with special needs can be effectively included in the classroom. Moderate changeover of the toys and equipment used by children in the classroom should be planned for and implemented on a regular basis. This change helps stimulate child interest and engagement by providing variety and novelty. Teachers must also consider health and safety issues for early childhood classrooms and eliminate unnecessary health and safety hazards. When the physical environment is made safe, the children can explore their classroom more freely.