3.1.6 The School Physical Environment

The physical environment of the school and classrooms is also important to the development of young children and their entry into school.

Classrooms need to be designed and arranged to suit the needs of young children. (NCREL, nd) Learning Centres or areas should be established. Shelving and room arrangements should reflect these learning areas or centres. Classroom design should take these traffic patterns into consideration.

Young children's access to sinks, bathrooms, activity areas and quiet areas, a group meeting area and a message centre all should be included. Furniture should be child-sized and comfortable. Shelving and furniture should allow children easy access to toys, games and learning materials.

The outdoor setting should provide space for play, exploration and social interaction. Specific times during the day should be set aside for recess and outdoor activities. This time needs to be used for physical movement, climbing and playing on playground equipment, digging and planting and individual play.

The daily schedule of the students should be consistent and use these physical spaces in a regular fashion.

For more on school readiness go to:

3.1.1     Kindergarten

3.1.2     Instruction

3.1.3     Curriculum / Learning Outcomes

3.1.4     Student Assessment

3.1.5     School Social Climate

3.1.7     Involving Parents

3.1.8     Early Prevention

3.1.9     Poverty

3.1.10   Special Needs

3.1.11   Support from School District, Ministry and Other Agencies

3.1.12   Monitoring Progress

Go back to the Introduction for more on parent, agency and community readiness

See also:

* - Physical Environment (Part of an Internet Essay)

* - Learning Areas or Centers (Part of an Internet Essay)

* - Room Arrangement: The Basics (Part of an Internet Site on Children)

* - Daily Schedule (Part of an Internet Essay)