The Effects of Environment on Young Children in a Classroom
Written by: Mark Bittner
Sometimes when we get a call for assistance with a child who is exhibiting negative behaviors, it can be a complicated and drawn-out process. Other times, it can be as easy as making some necessary changes in the environment. Some environmental changes can be very minimal but can have a huge impact on learning and behaviors. Many times, early childhood centers are in buildings or spaces that were not originally designed to be used as a childcare setting. However, most of us do not have the luxury of having a facility built for us, so we must make the best of what we have. This can prove to be challenging as classroom space is limited and most rooms operate at maximum capacity to stay within teacher/child ratios. There are many experts who have written articles and books on indoor environments including Deb Curtis and Margie Carter, Anita Rui Olds, Sandra Duncan, and Jim Greenman to name a few. Additionally, we have a list of ideas to help support children’s behaviors in the classroom by making changes to your classroom/home environment on our website at www.wyecbc.org.
There are several areas that we find when we visit programs that tend to be more problematic than others. Additionally, when it is a classroom that you have been working in day-to-day, it is harder to see the subtleties of what affects that particular space may or may not be having. Some of these areas are:
Traffic flow areas. Be sure to use tables and dividers to break up the room so it does not appear to be an open area that might encourage children to run through the classroom. Also be sure to have the areas have a defined use for that space (i.e., block area, fine motor/sensory, music, library, storage). Also, be mindful of being cautious about not putting quiet activities right next to areas that tend to be busier and noisier. This is especially important when you have children who have auditory or visual sensory issues.
Quiet corner. These areas should be only large enough for one or two children to be in. These should have clearly defined uses for this space. Whenever a child is feeling overwhelmed, angry, sad (or any emotion), they should be allowed to go to that space to have some time to reflect or just sit away from some of the chaos. One of the things that we frequently see in our visits is this space being used as a time out space or a place to go to when they are misbehaving and need a consequence. The space should be a free space away from any punishments or consequences so that judgement is not being made.
Lighting. Many buildings are equipped with overhead lighting, many times with larger fluorescent fixtures. This intense lighting can be nice when it comes to lighting up darker spaces, but it can also be exhausting for children’s eyes when they experience it all day. Find ways to use side lamp lighting or creative ways to hang light strands to bring some warmth to the room. Be sure to check with your DFS licensing person first to make sure that you are placing alternative lighting in a safe way.
Use of colors and materials. Try to avoid filling the room with materials that are primary colors. Many companies sell toys and furniture that are plastic and have primary colors. Primary colors can evoke emotions and most of them can make children feel intense and highly energized. Try switching to warmer earth-tone colors and wood. They can be a bit more expensive in the beginning, but many are better made and they end up lasting longer. Help teach the children ways to take care of the materials and to always put them away when they are done. This type of respect for their materials and furniture can be great skills to have in later-life. Additionally, children can be in these spaces 8-10 hours per day. Try to make the environment feel more homelike and less like an institutional school. Learning and behaviors can adapt to a calmer environment.
Amount of materials. Be sure to not put out too many materials, but find a balance that children can use familiar items but also will be challenged with new, novel materials. Also, make sure that materials are at a level where children can reach them on their own. If you are struggling with children getting into materials when it is not time to use them, you may have to model for them when those appropriate times are.
Again, there are many other areas that can be impactful to children’s behaviors. Please check out our document on our website and we are also available to chat over the phone if you have any questions or thoughts about environments and how they may relate to behaviors.