WHAT DOES THIS MEAN FOR EDUCATORS?
Watch this short video to get a better idea of how classroom environments can be set up in real classrooms.
PHYSICAL CLASSROOMS
When designing a classroom or setting up classroom rules, thinking about how children move through the space and how important for keeping things running smoothly. As educators, this is one way we can continue to support how children take part in what’s going on in the classroom. The layout really does affect how children move and how long they stay engaged in different areas. Keeping spaces more open and making sure materials are easy to reach can make a big difference.
Ask yourself questions like, can children move freely between areas or do they get stuck in one spot? Are materials easy for them to reach on their own? Are there areas that feel too crowded or that children are not really using?
CLASSROOM LAYOUT
-
The classroom should be organized in all aspects so children can know how to move through the space without resulting in any confusion
-
Overcrowded areas should be avoided, since limited space was shown in the study's finding to limit how children participate and move between activities (Botsoglou et al., 2019)
-
I would also pay attention to how different areas are set up, since certain layouts were linked to different types of play in the studies (Børve & Børve, 2016; Clement, 2019; Sando & Sandseter, 2022).
INVOLVING CHILDREN
-
Children can and should be included in decision making about the classroom, such as where materials are placed or how the layout is organized.
-
Allow children to always be actively engaging in the process of designing the classroom whether in the beginning , middle, or end of the school year (Botsoglou et al., 2019; Chen & Wang, 2018; .
-
Paying attention to what children choose to interact with can help guide how the environment is set up. As educators, notice what children are interested in and implement them (Clement, 2019; Colwell et al., 2016).
Note. Kaplan, 2026.
ACCESSIBLE MATERIALS
-
Materials should be placed where children can reach them on their own so they are able to begin activities without depending on an adult (Chen & Wang, 2018; Colwell et al., 2016;.
-
It is important to use materials that children understand and can use in different ways, since old or confusing to use materials were shown to interrupt play.
-
Materials can also be changed over time based on children’s interests so they remain engaged (Kaynak-Ekici et al., 2021; Sando & Sandseter, 2022).
Note. Kaplan, 2026.
Note. Kaplan, 2026.
ADULTS ROLE
-
Educators should be aware of how rules and expectations may limit how children use the classroom space.
-
Some children may wait for adults before starting activities, so it is important to support them but still allowing them to make their own choices independently (Chen & Wang, 2018; Stankovic-Ramirez & Vittrup, 2023)
-
Consider reflecting on how my own presence affects children’s behaviour and participation levels (Botsoglou et al., 2019; Børve & Børve, 2016).
CHILDREN'S BELONGING
-
The classroom should have quiet/ private areas and areas that allow for free body movement since children looked for different types of spaces depending on their needs (Botsoglou et al., 2019; Clement, 2019).
-
Opportunities for both group and individual play should be supported by both the educators present and the physical environment.
-
Creating an environment where children feel comfortable moving through the space can help support their sense of belonging and allows them to explore further (Colwell et al., 2016; Sando & Sandseter, 2022).
Note. Kaplan, 2026.