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Physical Environment (Principles of effective organisation (Display…
Physical Environment
Principles
of effective
organisation
Display Space
Traffic flow/patterns/pathways
Separation of areas
Extension of play over time
Separation of spaces
Messy Areas
Specialized areas
Storage
Visibility
Size of space
General rules for
well designed space
Age appropriate
Versatile
Active learning
Safety
Flexible
Aesthetics
Mobility
Well-defined
Design
considerations
Design
elements
Natural items
Softness
Texture
Colour
Lighting
Focal points
Design
palettes
Ceilings
Walls
Floors/different surface levels
Special design
considerations
Improving air quality
Reducing pesticides
Decreasing crowding/density
Limiting noise
Selecting and
displaying materials
Developmental
abilities of the
children
Familiarity and interest
Reflects all members
Not constant
Materials to AVOID
Electronic technology
Lure young children to
focusing on appearances
Emphasize violence,
sexualized language/behaviour
TV programs, movies/videos
for teens/adults
Play to candy/unhealthy foods
Maximizing
learning space
Placing centres that are linked closed together
Use the large group are for more than one purpose
Create mobile storage units
Keep storage units with common materials for more than
one centre in a central location
Stackable drawers or open containers on crate/wheels
Increase usable space
Use vertical space whenever possible
Role of teacher
Understand the prerequisites to
effective environmental design
Supporting learning of children
in the learning centres
Enhance and extend learning
beyond learning centres
Help families understand the
learning centre approach
Learning centres
General
guidelines
Goals based on children's physiological needs
Age appropriate
Materials are safe and healthy
Materials are authentic, durable and aesthetic
Materials are culturally relevant
Reflect philosophy of programme
Independent use
Types of
learning centres
Noisy/Active Corners
Quiet/Less active corners
Neutral Corners
Activities in
learning centres
Clear guidance
Variety of guidance
Differing levels of challenges
Extension of learnt concepts
Task cards
Describe activities
in the centre
Helps teacher/asst. teacher/
relief teacher explain the
task
Could be in pictorial form
or mixture of words and
pictures to follow steps
in a task