Extreme Classroom Makeovers:
Low cost and high impact!
Dr. Rebecca Isbell
E-mail: [email protected]
Website: drisbell.com
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How Do Children Understand their Environment?
Young children strive to make sense of the world in which they live. They try to organize
the visual images and concrete objects in their environment into meaningful systems. Children
want to determine the way the space works and what can happen in this place. They come to
understand how their world works through the unique experiences that occur, as they interact
within the environment.
Today’s Children
Today’s young children are spending time in a “new” environment, early childhood
programs. This environment should be carefully examined, to determine the “best” space
possible for young children. The classroom cannot be left to chance but rather must be designed
to function appropriately and in predetermined ways.
An effective early childhood classroom will provide children with space for a wide
variety of experiences including play, messy art, and book areas. It will include space for large
and small groups, as well as places to exhibit or store work in progress.
Caring Teacher Critical Component
Specific design techniques, when combined with a caring teacher, can help the
environment become a wonderful place for nurturing the development of young children. The
children, who live in this classroom, will have many opportunities for expanding their
knowledge, by actively participating in a world that is appropriate for their level of development.
It will include spaces for active play as well as spaces for quiet times. The children who live here
will come to understand how their world works, as they grow and interact within this carefully
designed space.
An Environment that Matches Young Children
The first step in creating an appropriate environment for infants, toddlers, preschoolers,
and primary age children is to examine how young children learn and develop. Each age has
unique characteristics that relate to their stage of development.
Young Children’s Way of Knowing
Young children are active learners continuing to examine materials, while beginning to
use objects in combinations that are more complex. They are developing symbolic
representation, as they take on roles and participate in socio-dramatic play. Their language will
explode during this period, as they try to find “labels” for all the objects and people in their
world. Language gives young children new power to question and find answers. These labels and
symbols provide a basis for language and literacy development. Their abilities emerge, as they
become interested in books, print, and “writing.”
Young children are beginning to move into cooperative play, as they adjust roles and
include sequence in their activities. In centers and play areas, materials are housed to support
these developing abilities. Traditional centers, as well as unique centers, encourage language
interactions, socio-dramatic play, and constructing experiences based on their level of
understanding.
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Construction materials, such as blocks, boxes, and foam pieces are becoming increasingly
important in understanding their concrete experiences. This construction play provides new ways
to represent thoughts in three-dimensional structures and enhance cognitive development. The
open-ended nature of the materials encourages creative thinking, flexibility, and problem solving
through meaningful activity.
Brain Development during the Early Years
Early childhood educators and neurologists now agree that the first eight years are a
critical time of brain development. Infants come into the world with their brain waiting to be
woven into a complex fabric of the mind. Some neurons in the brain are wired before birth but
many are waiting to be programmed by early experiences. The early environment where young
children live helps determine the direction of their brain development. Children with severely
limited opportunities for appropriate experiences will be delayed in brain development; this may
permanently affect their learning. However, children with the opportunity to develop in an
organized and interesting environment are challenged to think in new ways.
Windows of Opportunity
New research indicates that there are important “windows of opportunity” that exist
during the early years of children’s lives. These are “prime” times for developmental areas to be
developed. Experts have identified several that are particularly critical during the early years:
language, logical thinking, music, vision, and emotion. Stimulating experiences, during the early
years, in these specific areas can have a positive impact on their current development, as well as
on brain connections that will last a lifetime.
Aspects of the Environment to Consider
Building a Sense of Community
Young children need to live in an environment that is supportive of them-- emotional as
well as intellectually. In this place children can feel that they are accepted and valued. They also
can learn that they are a member of a community were children and adults work together and
respect each other. As a contributing member of this community they build, their feelings of selfworth and confidence in their abilities.
Needs:

Pictures displayed of members of the class.

Responsibilities in the class.

Group times for sharing, talking, and expressing.
Visual Environment
During the first eight years of children’s lives, they are developing their visual acuity.
Their perception of objects, movement, and print are expanded, as they have opportunities for
experiencing interesting visual images. Changes and variations of design intrigue children and
prompt them to visually attend to the unusual. The young children’s environment that includes
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interesting visual stimulation draws them to examine a painting on the wall or recognize a
drawing that they have completed. Displays and panels provide visually interesting content to
examine as children move about in the classroom space. In the past, many early childhood
classrooms were so filled with decorations, materials, and “stuff” that young children were
visually overwhelmed. Today, we are working to have less clutter and more organized displays
of materials and work, so young children can visually attend and enjoy the important features.
Needs:
 Attractive displays of work, projects, and materials
 De-clutter the environment.
 Variety of levels used: children’s eye level, adult level, and ceiling.
Auditory Environment
Music and sound patterns stimulate several portions of the brain in young children, as
they listen to the auditory environment. A variety of music and instruments can expand the sound
world of young children, while developing musical enjoyment. Music is very important in an
early childhood environment and should be included throughout the day. Singing in circle time
and during transitions encourages children to begin to discriminate sounds and identify familiar
patterns. Making music with simple rhythm instruments provides opportunities for children to
connect an object with the sound it produces. Recordings of vocals, instrumentals, and folk
instruments provide more listening experiences that expand the auditory environment for young
children. Providing a special area for group participation, as well as a center where sounds can be
explored individually, can add to the auditory possibilities.
Needs:
 A music area
 Materials to absorb sound
 Opportunities to sing, move, and listen to sounds
Integrated Environment
Young children are making many connections, as they participate in meaningful
activities. Integrated activities that connect to several different types of learning are particularly
effective for preschool children. These experiences provide stimulation for several portions of
the brain and construct additional connections for meaningful learning. Some experiences that
are particularly powerful for integrated learning and building connections are learning centers,
thematic episodes, and projects. To support these, integrated learning materials must be readily
accessible to play areas and stored so that they can be selected and included in play. To
encourage projects, there must be places to carefully store objects, while the work is in progress.
This allows children to return to the project, reflect, and make changes when deemed
appropriate.
Needs:
 Places to store long-term work
 Books and printed materials
 Resource materials and computers
 Group meeting places
 Learning centers
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Emotional Environment
It has been suggested that the emotions of children are strongly influenced by the
responsiveness of the caregiver during the early years of their lives. If the caregiver reflects the
child’s joy and the emotion are reciprocated, the child’s security is strengthened. If the child’s
emotion is interpreted as annoying by the caregiver, circuits become confused. A caring and
responsive caregiver can provide a positive climate for young children that will impact not only
emotional security, but aspects of their cognitive development as well. Children who feel secure
and supported will experiment, try new things, and express their ideas.
Needs:
 Emotional support
 Place for personal belongings
 Display of children’s pictures and work
 Opportunities for personal choices
Independent Learners
An independent learner is able to make personal choices and carry through with an
appropriate plan of action. Beginning in infancy and toddlerhood, there is a growing need to
become an independent person. Children want to do things for themselves and in their own way.
Preschoolers become increasingly competent in making choices, creating a plan, and following
through with a project or experience. If children’s ideas are valued and their interests followed,
they will work on projects for a long time. This process is supported by the children revisiting
and reflecting on the plan, while using their knowledge in meaningful ways.
An effective environment is designed so even the youngest of children can become
independent. There are many opportunities for them to be successful, as they work to do things
for themselves. They do not depend on the teacher and constantly ask for every material they
need. An orderly display of accessible options will help children understand that they are capable
of making decisions.
Needs:
 Organized and labeled materials
 Responsibility for the classroom and environment
 Items for care of environment: sponges, dust-buster, mop, etc.
 Time for reflecting and discussing ideas, projects, and possibilities
Behaviors of Children
The environment, in which young children live, tells them how to act and respond. A
large open space in the center of the classroom clearly invites young children to run across the
area. If few materials are available to use, children will originate interesting happenings. If the
procedures for using learning centers are inconsistent, the children will wander in and out of the
areas with little involvement in play.
The arrangement and materials in the environment will determine the areas where
children focus their work. It will also influence the number of conflicts that occur and the way
the group works together. If materials are hard plastic, children are invited to be rough with the
objects; having little concern for their treatment. If a beautiful flower arrangement is on the table,
they will visually examine the contents and gently handle the delicate blooms. Children learn to
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work respectfully with their environment, if they have opportunities to care for beautiful objects
and materials.
Needs:
 Defined boundaries for learning areas
 Soft items and surfaces
 Place for privacy
 Interesting opportunities that help children focus
 Sufficient and interesting materials
Major Functions of the Room
Opening and welcome area
Designated personal space: children, teacher, parents
Group meeting space
Small group activities: centers
Quiet/private place
Loud/active spaces
Literacy rich environment
Organization of Space and Materials
Grouping materials where they are used. (This nurtures independent behavior, as the child makes
choices and follows through with an activity.)
Items are clearly labeled and attractively displayed. (This helps children understand where things
belong when selecting and returning materials.)
Storage and prop boxes make good use of small spaces
Aesthetics
Children who live in a beautiful environment begin to appreciate the world around them.
A teacher who includes things of beauty in the classroom communicates to young children that
the arts are valued in this place. Children deserve to have beautiful items in their space.
Needs:
 Beautiful items in the classroom
 Artwork, cultural objects, and nature items
 Variety of color, texture, and design to capture interest
 Attractive display of children’s work
Learning Centers
What are the benefits of using learning centers with young children?
 Traditional centers that continue to work over time: housekeeping, blocks, art center, and the
Science/nature area.
 The critical library center: an exciting literacy place.
 Changing socio-dramatic centers: These are designed to match the interest of the children,
thematic units that are being studied, or projects that are developing.
 Examples include: garage sale, camping, fall, storytelling center, pet center, and many others.
 Literacy connections in all centers: Increasing the possibilities for literacy in each center
provides another opportunity to use reading, writing, and communicating in meaningful
ways.
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 Observing and evaluating: seeing what is being learned and documenting the process.
Needs:
 Traditional centers with appropriate props and materials
 Library area
 Socio dramatic center
 Plan for center choices and reflections
 Demonstrating what was done or learned in the centers
 New and creative addition
Extreme Makeovers: Try these
Declutter your space: Begin with three piles1. Keep, 2. Give away, 3.Throw out.
Take pictures of your classroom and see how it “really” looks.
How can you make the classroom more inviting and warmer?
What learning do you want to take place in this place? Arrange the space and materials
to nurture this.
If the room is too much to change---decide on one area or a small place and work on that
first.
Add some soft lighting--- library area or special quiet area.
Make storage areas work better: place materials in clear containers and label for easy
finding.
Place the materials close to where they will be used. Art materials close to sink or studio
Center.
Redo the library area: determine appropriate number of books, books on tape, soft places
to read, children’s made books, classroom book with children’s pictures in activities, and
add books read in circle time.
Include some aesthetically pleasing items to the space.
Display pictures of all the children in your classroom---and be sure to include one of
yourself. This will help build a sense of community and belonging.
Rugs and pillows add softness and absorb sound too.
Use music throughout the day and at special time
Try to look at the classroom, space, arrangement, and materials from the young child’s
perspective!
Conclusion
Young children will respond differently, based on the design of the environment and their
personal history. An effectively designed classroom has the potential for positively influencing
all areas of children’s development: physical, social/emotional, and cognitive. The environment
can support the development of behaviors that are valued in our society, such as cooperation and
persistence. An aesthetically pleasing space can help a child develop an appreciation for the
beautiful world around them. A quality environment can provide a home-like setting that “feels”
like a good place to be for many hours and days. A carefully designed space can encourage
learning and using knowledge in meaningful activities. The environment in which they work also
influences teachers. Making the space personal and appropriate for their unique needs and
interests will support the teacher’s motivation and attitude.
References for Presentation:
Isbell, R. (2012) Real Classroom Makeovers. Beltsville, MD: Gryphon House Publishers..
A Place to Begin: Take a New Look at Your Classroom
If you want to create a beautiful environment for you and your children, take this simple
survey of your classroom. It helps to take photographs of the space, so you can “really” see the
environment.
1. When a child enters the classroom, do they see an inviting
place?
2. Will the child find this area to be warm and homelike?
3. What are the sounds of the classroom?
4. Can each child recognize who lives and works in this
space?
5. Does the space demonstrate what is valued in this
environment?
6. Is the children’s work displayed in an attractive manner
that can be appreciated by children, parents, and teachers?
7. Are a variety of areas available: quiet, active, messy, and
large or small group?
8. Can you identify Centers where specific learning is
occurring? Example: Library, Blocks, Housekeeping, or
Camping Center?
9. Are the children’s materials grouped together and close to
where they are used?
10. Is there a place to pause and reflect?
11. Is there a place where a beautiful display or object can be
enjoyed?
12. Is there a teacher who wants to create a wonderful space
for children?
13. Is there a place for the teacher to store personal items and
to sit comfortably?
14. Can you identify the adults who work in this space by
personal displays?
Isbell, R., & Exelby, B. (2001). Early Learning Environments that Work. Beltsville, MD:
Gryphon House Publishers.