Back to basics: Designing Effective Classroom Environments
A well-designed classroom is the foundation for a high-quality early learning experience. The physical, social, and temporal features of the environment influence student engagement, independence, and social-emotional development (Rausch et. al., 2021). As we begin the school year, it’s the perfect time to revisit what makes a classroom truly work for young students.
Start with learning zones
Begin by organizing the classroom into clearly defined areas for different types of play and learning. Zones should be thoughtfully arranged to promote natural movement, minimize “runways” that encourage running, and include cozy spaces to help students self-regulate (National Center on Quality Teaching and Learning, 2012). Design open spaces for group learning and spread learning centers across the room to reduce crowding. Learning centers should be inviting, accessible, and offer a balance of individual and social opportunities. They should include visual supports and materials that reflect the students’ cultures and interests.
Design for independence
Support students’ autonomy by designing for independence. Use visual supports to help students navigate routines and expectations, and ensure that materials are accessible so students can engage with minimal adult assistance. Rotate materials frequently to spark curiosity and maintain engagement, and include multisensory options to accommodate a range of preferences and abilities. Adapt furniture or tools to meet motor or sensory needs. Ensure that bathroom facilities, sink areas, and other areas that promote self-care are also accessible.
Support social-emotional growth
Classroom environments play a powerful and often underappreciated role in fostering social-emotional development and peer relationships (Virtual Lab School, 2024). Incorporate books, props, and visuals that teach social skills and reflect students’ identities. Use buddy systems and plan center activities that encourage turn-taking, cooperation, and communication. For example, stock centers with open-ended materials (e.g., blocks, pretend play props, sensory bins) that naturally encourage collaboration, and provide sufficient quantities of popular items to promote turn-taking, sharing, and negotiation. Social stories and play scripts can also support positive interactions.
Create inclusive spaces
Universal Design for Learning (UDL) encourages you to design environments that accommodate the diverse needs of all learners (CAST, 2024). This means offering multiple ways for students to engage (e.g., hands-on play, movement-based learning), represent content (e.g., visuals, stories, props), and express understanding (e.g., drawing, building, AAC). Small changes, like adding seating options, posting picture schedules, or providing choice boards, can make a big difference in supporting all learners.
Keep it dynamic
Finally, a strong classroom environment is never “done.” It grows and evolves with your students. Observe how your students use the space, notice where engagement dips, and make adjustments. With responsive design, your classroom can continually reflect the needs, strengths, and interests of every student. Use the following checklists to reflect on your classroom environment and determine areas of strength and areas for growth.
- Universal Design for Learning: A Checklist for Early Childhood Environments
- Environmental Arrangements Checklist
- Environmental Adaptations Checklist
- Assessing Your Physical Spaces and Strategizing Changes
References
CAST (2024). Universal Design for Learning Guidelines version 3.0.
https://udlguidelines.cast.org
National Center on Quality Teaching and Learning. (2012). Tips for teachers: Designing environments. Office of Head Start.
Rausch, J.J. , A., Steed, E. A., & Strain, P. S. (2021). Fostering engagement within inclusive settings: The role of the physical-social-temporal environment in early childhood settings. Young Children, 76(1), 44–53. https://www.jstor.org/stable/27095204
Virtual Lab School. (2023). Promoting Social-Emotional Development: High Quality Environments.
https://www.virtuallabschool.org/preschool/social-and-emotional-development/lesson-3
For more information, contact Nora Bryant ([email protected]), Program Specialist, T/TAC at VCU.
Categories Behavior, Early Childhood Special Education