Chapter 8: Early Learning Environments

Overview

Imagine you are visiting a preschool classroom at a child care center that serves children birth through five years. You arrive at 8:30 am, and someone in the office tells you to go down the hall to the classroom labeled “Rainbows.” As you walk down the corridor, you notice there is nothing on the walls and you hear adult voices, some of which sound stressed or in a hurry.

At the preschool classroom, you see some children sitting on a large rug, some playing with toys, and three children who are with adults dropping them off at the center. One teacher is sitting with the children on the rug and looking around the room, periodically calling children’s names to put the toys down and join their friends on the rug. Another teacher is at a table and appears to be setting up a painting activity. No one seems to notice you are there. The children who are being dropped off find a place to hang up their coats and put their belongings, however one is crying and saying “Mommy, don’t go. I don’t want you to leave.” You hear the teacher setting up the activity say: “The art project is set up. Let’s skip circle time.” The teacher on the rug looks confused and comments: “But I have a story picked out.”

As you are standing in the entrance trying to figure out what to do, you look around. There is a bulletin board labeled “Parent Information” with outdated flyers. You also see a poster labeled “Daily Schedule” with “Center Time” listed from 8:30-9:00.

In the room you see bulletin boards with what appears to be sun-faded cartoon-type of pictures, each with a border that does not match the items on the board. You see two paintings that appear to be done by children, both of which have corners bent and are hung crookedly under the bulletin boards. The furniture is child-sized and with shelves lining the walls. Some have material over the shelf so you cannot see what is on the shelf.

The air is stuffy and smells stale. Some children leave the rug and go to the art project. Two of the children in the entryway finished putting away their belongings, said goodbye to the adult dropping them off, and are looking into the classroom. The other is still crying. The mother says, “I am sorry, I need to go to work now. I will be back this afternoon and we can go to the park.” As the mother walks out the door, the child cries a little louder, but no one seems to notice.

How would you feel in this environment? How do you think the children feel? Think about the teachers—what are their feelings and thoughts about their working environment and supporting young children’s development? In Chapter 8 you will read about how the ECE classroom is designed to support children’s learning and is welcoming for all of those who use it.

 

8.1 Teaching and Learning in the Early Childhood Classroom

There are differing types of early childhood education (ECE) programs. Center-based, family homes, Head Start are a few types of ECE programs, each of which promotes learning and development for young children. Although all promote children’s learning and development, the setting, hours of operation, and other factors are different. Each of the settings is similar in that there are indoor and outdoor areas in which children spend their time. An outdoor space with both manufactured (play structures) and natural elements can be referred to as the outdoor learning environment (OLE) (Cooper, 2015).

Head Start Early Childhood Learning and Knowledge Center (ECLKC) described learning environments as “nurturing spaces that support the development of all young children” (n.d., para.1), which is all physical spaces in which children spend time, including those are used for caregiving such as diapering and where children eat meals and snacks. A well-designed learning environment is a welcoming place for all children and adults in which they can focus, engage, learn, and grow (Carter & Curtis, 2014).

Environments affect our mood, our ability to form relationships, our effectiveness in work and play as well as our health (Bullard, 2013; Carter & Curtis, 2014). If a child enters care as an infant, the total time spent in an early learning environment may far exceed the time spent in elementary or secondary school combined (Isbell & Exelby, 2001). Therefore, the learning environment is an essential element to a quality ECE program and can have a tremendous influence on children’s development.

When considering the ECE classroom, many people think of the physical environment , but there are two additional parts to consider. First is what can be referred to as the temporal environment , which relates to time, such as the daily schedule. The other is the atmosphere, sometimes referred to as the social environment . Each of these things works together to create a learning environment that is equitable and inviting for all children and conducive to their development in all domains (National Association for the Education of Young Children, 2022). (See [crossref:4]Chapter 4[/crossref] for more information on developmental domains.)

The teaching and learning process is complex and exciting, for all ages! The phrase “teaching and learning process” is used because the act of teaching and of learning is closely linked. The teacher is intentional about “teaching” something, while at the same time learning about the students. Additionally, learning occurs from peers and others in the environment (Vygotsky, 1978). In the ECE environment children explore, interact, and engage with materials and teachers carefully observe and scaffolds to promote learning in a manner that fits with each child’s developmental level, culture, and context in which they live (Bullard, 2013; Head Start ECLKC, n.d.; Kaplan, 2014; NAEYC, 2022).

In a well-designed ECE environment, there are teaching and learning opportunities throughout the whole day—from the time children arrive until when they leave for home. The interactions with adults and peers, engagement with materials, participation in teacher-led activities, and daily experiences provide teaching and learning opportunities. Young children are observant and continually learning. They are also curious and seek to understand the world, therefore a welcoming atmosphere with responsive adults, a purposeful schedule, and intentional room arrangement provides many opportunities for growth and learning.

One example is arrival. A teacher greeting children and adults creates a welcoming atmosphere as well as promotes language and social/emotional development. Talking with the family member who is dropping the child off contributes to building a positive relationship between teachers and families and is an opportunity to discuss any pertinent information that may impact a child’s day. When toddlers and older children put away their belongings, hang up their coat, etc. they are learning self-help skills, sequencing (example: put things away before trying to take off coat), and if their names are on a cubby or where they hang their coat, literacy skills. In many programs, after finishing greetings, taking care of belongings, and saying goodbye, children wash their hands, which is more self-help and sequencing and possibly literacy if the handwashing steps are displayed. When these things are done, they join their peers in doing whatever happens first. Most often it will be free play, a group time, or breakfast.

As you read about in [crossref:7]Chapter 7[crossref], children learn from play, so you are familiar with the many opportunities for teaching and learning during free play. Children also learn during group times and mealtimes. Large and small group times are for preschool aged children and older. They can include stories, large motor activities, songs, games, all of which should be purposefully designed to promote learning and/or practice skills (Bullard, 2013). Mealtimes are more than just eating. At mealtimes children develop self-help skills, socialize, and practice language skills by listening and if old enough, talking.

The ECE environment is rich with opportunities for teaching and learning. The three key parts—physical, social, and temporal work together to provide a space that welcomes and promotes learning. All ECE program models (e.g. Creative Curriculum and Montessori) include planning and consideration for the environment. The next section will address design of the physical indoor learning environment.

8.2 Indoor Learning Environment Design

The indoor learning environment reflects the teacher’s thoughts about children, how they learn and play in the environment as well as the values of the program and the community. Additionally, children should see themselves reflected in the environment through the materials, photos, artwork, and other items within the classroom (Bullard, 2013; Carter & Curtis, 2014). Questions to consider are: Do they see pictures of their families? Are there books with children that look like them? Are there places to feel safe and places they can explore and be loud? Are the materials accessible with just the right amount of challenge without being too difficult to use? When the children see themselves reflected in the environment and the atmosphere, materials, and room arrangement allow them to engage and play, they are likely to experience a sense of belonging and community (Carter & Curtis, 2014; McKee & Friedlander, 2017; NAEYC, 2022).

This section of the chapter will describe aspects of designing an indoor learning environment. It is important to keep in mind that learning environments are designed with knowledge of child development, therefore environments for infants/toddlers, preschoolers, and K-3rd grades are different from one another. This chapter will address the general guiding principles for designing environments for young children, as an overview. Other sources can provide detailed information regarding environments for each age group.

The key elements in a well-designed indoor environment are: 1) room arrangement that is conducive to play and all the activities in the daily schedule; 2) materials that are appropriate for the developmental level of the children and allow for all children to use them including those who have disabilities; and 3) materials and other items (items displayed on walls and elsewhere) that are culturally diverse and do not perpetuate stereotypes (Bullard, 2013; Carter & Curtis, 2014; Head Start ECLKC, n.d.; NAEYC, 2022).

The design and layout of the indoor environment can have an impact on children’s learning and behavior as well as on the teacher’s ability to do their jobs effectively. Effective indoor environments support children’s interactions and play with clear organization around space, materials, and people. When a classroom is set up effectively, children have the freedom to move around safely, engage in the interest areas, and socialize. These environments also help both children and adults feel invited and welcomed.

Each space within a classroom should be defined with boundaries made clear. In addition, the teacher should be able to see children easily to supervise and interact with them (Gartrell, 2014; National Center on Quality Teaching and Learning, 2012). Thoughtful room arrangement helps to keep order to the space, reduces the possibility of crowding in any given area, and can support children in their choice making. This can be achieved by using existing walls or furniture like toy shelves. An area rug or a cloth draped from the ceiling can give the illusion of separation.

Create spaces for children to engage in quiet play such as puzzles or books. Such spaces can be made cozy with carpet, pillows, or child-sized couches which also absorb sound. Also provide space for indoor active play, paying close attention to movement patterns so as not to interrupt the different types of play in a classroom.

8.2.1 Interest Areas

Interest areas , sometimes also referred to as learning centers or activity zones, are spaces in a learning environment that have a targeted purpose. Typical interest areas include art, blocks, dramatic play, math (manipulative, table toys), sensory, science, language arts (literacy), and library (quiet corner, books). Interest areas should be open to children during free play. Children will explore interest areas on their own or with peers. During free play, teachers observe, assess, and interact with children to support their learning in all domains and doing so promotes positive behavior (Bullard, 2013; Gartrell, 2014). Interest areas should be equipped with materials that support children’s natural tendency to play and learn and provide opportunities to take social/emotional, cognitive, and physical risks (NAEYC, 2022). Descriptions of common interest areas found in early learning environments are listed below.

Art: Encouraging children’s creative thinking is essential throughout the early years. Art is a tool for thinking and inquiry, allowing children to make their theories and ideas visible, take new perspectives, represent, and explore emotions, and to study the properties of the physical world. Art, which also can be referred to as creative expression, should be open-ended, child-directed, and process-oriented. Open-ended activities and materials allow children to explore and to express their ideas. Art areas can help children to develop coordination and fine motor skills which are needed for emergent writing. Materials may include different kinds of paint, paint brushes, easels, collage materials, scissors, clay and playdough, colored paper, magazines, popsicle sticks, cotton balls and a large selection of loose parts. Art areas are best supported with plenty of light, close to handwashing sinks, and easy to clean floors.

Blocks: Blocks are wonderful, open-ended learning materials with no right or wrong way to represent children’s ideas. Many skills and concepts are developed and enhanced through block play. Children think critically, explore, manipulate, experiment, represent, problem-solve, and make decisions in the block area. The block area is best located in an area of the room where the noise level can be louder and away from traffic, so structures are not disturbed. This area can include wooden, cardboard, or foam blocks as well as small figures and architectural items that will promote creative building. This is where children can learn about sizes and shapes, spatial relationships, and math concepts as well as learn how to make decisions and solve problems.

Dramatic Play: In this area, children’s thoughts become visible through play. According to Roskos, Christie, and Richgels, “children may operate at more advanced cognitive levels than they do in non-pretend situations, including staying on task for extended lengths of time” (as cited in Hatcher, 2005, para. 6). This area provides opportunities for children to pretend and use their imagination, role play, and act out real and imaginary experiences in a playful context. Although “housekeeping” is a common theme for the dramatic play area, other themes can be explored in this area such as grocery stores, doctor offices, restaurants, and veterinary clinics. Through this type of play, children will practice social skills, learn to solve problems, and work cooperatively.

Language and Literacy/Writing Center: Literacy skills are critical in laying the foundation for current and future success in oral and written language. Literacy skills often play a crucial role in learning content in other areas. The space should be well lit with comfortable seating and tables with paper and writing utensils. Puppets and props are also ideal for this area. Many teachers chose to create unique writing centers in literacy areas where children can explore print materials as well as create their own.

Library (quiet corner, books): Library areas support children in a lifelong habit that promotes literacy and an appreciation for the written word. The space should be a comfortable area where children are encouraged to read books. Teachers can create an area that includes a variety of books that support diversity, culture, and life. Literacy and library can be next to each other but should be separate areas, because children may prefer not to have distractions when reading alone. Through the literacy and library interest areas in the classroom, children will begin to recognize the connection between spoken language and the written word.

Math (manipulatives): This space can also be referred to as manipulatives. In this area children build knowledge about math concepts such as understanding numbers and number operations (e.g. addition, subtraction, division), shape/spatial relations, and measurement. The ideal location has accessible materials, shelves near tables, in a medium traffic area. To promote engagement, rotate toys and keep the area organized. In addition to math manipulatives such as geo blocks, shapes, counting items, dice, and beads, include measurement tools, graphing paper, scales, calculators, bins of loose parts, counting and matching games and puzzles. Rotate items, keeping them accessible to children and organized with labeled bins.

Music and Movement: Music and movement helps children synthesize experiences, transition into new activities, calm down, share culture, build self-esteem, and build a sense of community. There are also academic benefits to music and movement such as boosting memory, improving spatial-perception, and cognitive development. When setting up the music and movement area, the location should be away from where quiet activities are located and it is best to reduce clutter so children have space to move. Include a variety of authentic instruments.

Sensory: When children are engaged in sensory related activities, they are doing the following:

• Developing questions throughout the sensory experience.
• Investigating by touching, smelling, rubbing, etc.
• Collecting data through their senses.
• Learning to communicate their findings/experiences.
• Participating in scientific inquiry.

When it comes to the sensory environment there are a few critical elements to think about. Make sure sensory tables are near a sink. It is important for children to wash their hands before and after interacting with materials in the sensory table. An easy-to-clean floor is best; however, if the floor is not easy to clean, having access to a tarp that can be placed on the floor will also work. Children may have allergies, and it is best to carefully consider what to add to the sensory area.

Science: Children are scientists! They are naturally curious and biologically primed to learn about the world around them. They use information they gain through their everyday experiences to develop theories about how the world works. The science area should support “what if” statements, be enticing and inviting, and have adequate workspace. The area is best in a quiet area of the class that is uninterrupted so children can work and concentrate. This is a good place to include natural elements such as leaves, sticks, rocks, pinecones, magnets, kaleidoscopes, oil and water bottles, seashells, magnifying glasses, flashlights, and color wants to peak children’s interests.

8.2.2 Selection and Placement of Materials

Setting up the physical environment includes the selection and placement of materials. Materials that are selected for classroom environments need to be developmentally appropriate as well as culturally relevant for the age of children using the classroom (Bullard, 2013; Head Start ECLKC, n.d.; McKee & Friedlander, 2017; NAEYC, 2022). Teachers also need to consider how the materials will be organized and accessed by the children. There are tips to keep in mind when choosing appropriate materials for early learning classrooms in the bullet point list below.

• Organizing the materials should take into consideration the developmental level of the children in the classroom.
• Put materials in appropriate places (art materials in the art center, books in the library) but allow for the crossing of materials during play from one area into another.
• Provide enough materials for all children to be engaged in the activity.
• Rotate materials to promote children’s interests.
• Include personal storage areas (such as cubbies) for both children and teachers.
• Remove materials that are broken, contain missing pieces, or worn out.

Labeling shelves with print and pictures where materials are to be placed will helip children to become more self-sufficient during clean up. It also contributes to literacy development. Some teachers will use color coding of materials to keep organized.

8.2.3 Environmental Aesthetics

When designing a space—any space, creating an attractive and pleasing environment includes thinking about the aesthetics of the space (Carter & Curtis, 2014). When creating an early learning space that will foster learning, inspire creativity, and support social relationships, consider environmental characteristics such as lighting, color, crowding, noise levels, and clutter. Questions you can ask yourself about the environment: Does the space look inviting? Is the area clean? Are age-appropriate materials at the children’s level clear of clutter?

A poorly organized space with too much clutter will prevent a classroom from functioning effectively. One way to assess the level of clutter is to take pictures of the space while standing, sitting in a child chair, and sitting on the floor. If you would not want to show a parent or coworker the photo because the space looks untidy, then there may be an issue with clutter or disorganization.

Over crowding and noise levels in a classroom add to student and teacher stress and have a negative impact on learning. Sometimes less in a space is best. Less items keep children from being overwhelmed by too many choices. Rugs, hanging tapestries, and other noise absorbing items reduce noise levels and distraction. Lighting is something to consider in the physical environment. Ideally, natural light is preferred. Large fluorescent lighting often found in early childhood classrooms can interact with the brain and can cause problems like headaches and irritability. When additional light is needed lamps, string lights, or similar items can be used, however it is important that placement of such materials is safe and follows regulations. The director of the program should be able to provide guidance regarding setting up additional lighting.

Children are more likely to feel more comfortable in an environment that contains similar elements to those in homes (Obaki, 2017). Soft furnishings, nontoxic plants, natural or soft lighting, decorative touches such as area rugs, family photos of children and staff, and neutral paint colors help to create a space that everyone in the environment can enjoy.

This section addressed the elements of a well-designed indoor environment. The topics addressed in this section included creating a welcoming, inclusive environment based on the children’s developmental levels, room arrangement, materials section, and aesthetics. The next section will be about the OLE.

8.3 Outdoor Learning Environment Design

A high quality, developmentally appropriate ECE classroom has spaces for indoor and outdoor play (Bullard, 2013). A fully outdoor program is one in which children are outside all of the time and often such programs are in natural settings such as wooded areas. For the purposes of Chapter 8, OLE design will refer to programs that use indoor and outdoor spaces rather than those that are fully outdoors.

As previously mentioned, the outdoor space will be referred to as the OLE. It is referred to as such because young children are always learning, including when they are outdoors! The OLE is an extension of what happens inside and it provides differing learning opportunities than the indoor environment (Karshna, 2021). Children develop language and literacy, math, social, and problem solving skills in the OLE, just as they do inside the classroom, when the OLE is created and used with intention and purpose. Children’s learning in the OLE is enhanced if the teacher is aware and intentional in supporting development in these areas while outside with the children. Additionally, the OLE provides opportunities that are different from indoors (Kleppe, 2018). The OLE has more space for gross motor/physical activity, differing sensory experiences (think of the feeling of different temperatures and the wind or of sounds such as birds), more opportunity for risk-taking, and the experiences that lead to developing an appreciation for the natural world (Beery & Jørgensen, 2018; Bento & Costa, 2018).

In many programs, the outdoor space design is predetermined by where things such as a manufactured play structure or natural elements such as trees are placed. Nevertheless, teachers can make enhancements to the OLE in order to enhance children’s learning. Key elements of a well-designed OLE are: 1) a combination of manufactured and natural items ; 2) a combination of stationary and moveable items; 3) boundaries and visibility for safety; and 4) ensuring opportunities for risk-taking and physical activity.

It has been shown that a combination of manufactured and natural items contributes to children’s learning (Olsen & Smith, 2017). This pertains to programs that use indoor and outdoor spaces and likely would not work in a fully outdoor program. Manufactured items are things such as climbing structures, wheeled toys, balance beams, buckets, shovels, play stove and sink, and anything that is made. This includes items made of wood as well as plastic and other materials. Natural items are those found in nature: sticks, rocks, trees, puddles, etc. Including both manufactured and natural items can lead to a variation of children’s play and engagement in the OLE (Kleppe, 2018; Olsen & Smith, 2017; Zamani, 2016).

Another combination that is beneficial in OLE design is including both stationary and movable items (Goodenough et al., 2021; Olsen & Smith, 2017). Stationary items are things that cannot be moved such as a play structure, rock, or tree. Moveable items are portable. People can move them from one place to another. Moveable items are often referred to as loose parts (Nicholson, 1971). Both fixed and moveable items can be either manufactured (made) or natural. Although many natural moveable items can be present in the OLE, teachers may remove them with the intention of promoting safety. One example is the use of sticks. Some adults are uncomfortable with children using sticks because they feel someone could get hurt. An injury could occur; however, children can also play safely with items such as sticks and rocks, especially if they are three years and older and do not mouth things. As needed, teachers can provide supervision and guidance for use of sticks and rocks, and they should assess the appropriateness for the age level. Big rocks and sticks that do not fit into toddlers’ mouths are likely safe for use. They may or may not be able to move them; however, they may find them interesting and use them for something such as climbing.

Supervision and safety are important both indoors and out. It was previously mentioned that teachers need to arrange the indoor environment so they can see children. Visibility is important outdoors as well as inside, however it may be a bit more challenging outside. Setting boundaries of where children can play is a safety strategy that can help with visual supervision. Many ECE programs have self-contained OLEs with fences surrounding them, so there is a boundary around the perimeter. Such boundaries may help with visibility, and teachers can also decide where to stand, strategically placing themselves so that all areas of the OLE are visible. If that is not possible, teachers can move around so that the areas in which children are playing are visible. Supervision and safety are very important and should never be overlooked; however, it is also teachers’ responsibility to interact and support children’s learning, therefore working, as best one can, with the OLE design can help with both supervision and teaching (McClintic & Petty, 2015).

Allowing children’s risk-taking and physical activity are aspects of how teachers support learning and development in the OLE. Play and engagement in the OLE provides opportunities for both risk-taking and physical activity, however teachers can assess the environment and often enhance what is already there. For example, a large stick/small log can be moved, which would likely require a lot of physical effort for children, especially very young ones. A larger log might serve as a balance beam. Such items can be brought into the OLE without requiring a major redesign. These are a couple of examples to illustrate the point of OLE design and including opportunities for risk-taking and physical activity. The key is to keep in mind that children tend to engage in more risk-taking and physical activity in the OLE and because of this the teacher can take advantage of this and ensure there are many opportunities for children to do so.

This section addressed some of the key elements in a well-designed OLE, which are combinations of manufactured and natural items, a combination of stationary and movable items, boundaries and ensuring safety, and ensuring there are opportunities for risk-taking and physical activity. Each OLE is unique, as are the children and teachers who use it. The purpose of this section was to provide information about using the OLE for teaching and learning and to share ideas that may spark thinking about ways to enhance OLEs as an extension of and different from the indoor learning environment. The next section will address the temporal environment.

8.4 The Temporal Environment: Daily Schedules and Routines

The temporal environment refers to time. This includes the daily schedule, (the times of day things happen), transitions, and the sequence in which these things occur. A well-planned temporal environment creates the conditions for children to focus on engaging in activities and interacting with their peers and teachers. Adults can spend time interacting with children and supporting their learning. Additionally, it provides any visitors such as observers or practicum students with a sense of when things happen in the classroom.

A consistent daily schedule provides predictability. Children and adults know what will happen and when to expect transitions. Predictability reduces behavior issues (Gartrell, 2014). Predictability also contributes to children’s feelings of safety, especially for those who experience chaotic lives outside of the ECE program (Gartrell, 2014; Schwartz-Henderson, 2016). In the opening scenario for Chapter 8, the teachers’ discussion about holding group time or the art activity indicates that this classroom does not follow a well-planned, daily schedule. The teachers are not sure what to do! Because the teachers are uncertain about the next activity, they become preoccupied with planning in front of the children. Additionally, the children may be confused and/or may not feel safe.

An effective classroom schedule is responsive to the ages and developmental levels of the children as well as works within the program requirements and constraints (Bullard, 2013). Program constraints are limitations or boundaries within which programs must operate. It refers to things such as when outdoor space is available for each classroom and/or other requirements such as being served meals at a specific time. These can be physical (the square footage available for an outdoor space) or abstract (the times that children are arriving or sleeping) and they have direct effects on the classroom schedule. The daily schedule consists of the activities and transitions that happen throughout the day. Activities include things such as free play, small group, large group, self-care/bathroom/diapering, clean up, meals, and outdoor play. In-between the activities are transitions.

Transitions are changes or shifts from one activity to another. One example is going from breakfast to free play. Another example is going from inside to outside. Transitions tend to be a difficult time of day for children (Gartrell, 2014). It is critical to pay attention to the importance of planning for transitions. Sometimes transitions are overlooked when setting up the daily schedule, however doing so can reduce behavior issues (Hemmeter et al., 2008) and it can be quite helpful for the teachers and other adults such as volunteers and practicum students to see the transitions in the daily written schedule. It is best to minimize the number of transitions in the daily schedule.

Infants, toddlers and preschoolers require different daily schedules. Infants and toddlers need a more individualized schedule with no planned group times. Preschool daily schedules should include short group times, and the total number of large group activities should be minimal (Bullard, 2013). Preschool group time can be effective if it is purposeful and active, however it is important to keep in mind that young children’s attention spans are short (Gartrell, 2014). It is recommended to keep group activity to 10-15 minutes (New Jersey Early Childhood Education, 2019).

An additional consideration with daily schedules is the ratio of teacher-directed to child-initiated activities. Teacher-directed activities are those in which the teacher decides what the children will do. Group times are teacher-directed activities. Mealtimes and self-care such as handwashing or bathroom/diapering are also teacher-directed times because the adult is choosing what is happening. Child-initiated activities are those that the children choose what to do. Common child-initiated activities on the daily schedule are free play and outdoor time. The ratio should be more child-initiated activity than teacher-directed activity (NAEYC, 2022).

Daily schedules should be written and posted for both children and adults to see. Because children do not read, a picture schedule is needed. The picture schedule often has a calming effect on children, especially those that may have disabilities or engage in challenging behavior (Gartrell, 2014; Jiron et al., 2018). Although there may be a picture schedule posted for all children to see, it may be beneficial for some children to have a smaller picture schedule. There are many ideas for creating picture schedules. An internet search will likely bring up valuable ideas that can be used to create a picture schedule that works for the classroom and/or meets individual children’s needs.

Because there are many things, such as mealtimes and self-care that cannot be skipped and usually need to be done at specific times, it takes careful planning to develop a daily schedule. An effective daily schedule promotes engagement and reducing behavioral issues (Bullard, 2013; Gartrell, 2014). Planning a developmentally appropriate, effective schedule is well-worth the effort—the days tend to move along smoothly and all in the classroom (children, teachers, volunteers, families) benefit because they can enjoy the delightful and interesting experience of being in an early childhood classroom.

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