How do early learning environments shape children’s development?
By Angela Peter
Did you know that the environment where young children play and learn is just as important as the activities that they do in those places? Early childhood education settings provide more than just supervision, they create spaces for children to practice critical thinking, emotion regulation, and develop social skills that will carry them through school to adulthood. Research has shown that specifically designed environments can further support brain development by providing structure, and room for children to build independence (Bronfenbrenner & Morris, 2006; Shonkoff & Phillips, 2000).
Why does the environment matter?
The first five years of life are an intense period of brain growth, during which more than one million new connections are formed every second (Shonkoff & Phillips, 2000). Children’s brains are especially sensitive to experiences and surroundings during this time. Therefore, their environments will directly shape brain architecture and long-term development (Center on the Developing Child, 2011). Their personal development can often be representative of the environments they spend time in. The environment can signal to children what is safe, what is expected, and how to navigate the world. Studies show that environments rich in routine, sensory input, and positive interaction help develop neural connections that form the foundation for executive function, social skills, and resilience (Blair & Raver, 2015; Center on the Developing Child, 2011). Contrarily, when environments lack stimulation or consistency, children may miss opportunities to practice self regulation and problem solving (Evans, 2006).
Environments that are stressful, chaos driven, or overly strict, can also increase levels of cortisol; our stress hormone. This can lead to more difficulty in later learning (Blair & Raver, 2015; Evans, 2006). An optimal environment balances structure and flexibility; offering a sense of security, while encouraging adventurous play (Mashburn et al., 2008).
Key features of supportive early childhood settings
Predictable routines: Creating consistency in routine for mealtimes, naps, and play can help children feel more secure and reduce stress responses or outbursts (National Scientific Council on the Developing Child, 2011). These patterns also allow children to practice anticipating and managing change, which develops executive functioning (Blair & Raver, 2015).
Accessible materials: Having toys, books, and craft supplies placed within reach of children teaches them independence and decision making (Bodrova & Leong, 2007). Creating environments that allow children to interact independently with their surroundings promotes autonomy and encourages their motivation to learn independence (Bronfenbrenner & Morris, 2006).
Quiet and Active Spaces: Classrooms should include both calm and active areas, allowing children to choose which is better for them based on emotions and energy levels. (Maxwells et al., 2008). Quieter and calmer areas support self-regulation, while open spaces encourage collaboration (Evans, 2006). An efficiently designed environment balances stimulation and rest, while strengthening emotional regulation and attention (Shonkoff & Phillips, 2000).
What caregivers and educators can do
Strengthen transitions: Gentle and predictable signals, such as dimming lights or music will help children anticipate shifting between activities (Broekhuizen et al., 2016).
Create defined learning zones: Clearly separate areas for learning, playing, and quiet time. Defined spaces reduce overstimulation and help children to know what behaviour is expected in different areas (Maxwell et al., 2008; Evans, 2006).
Ensure accessibility: Place books, toys, craft supplies at eye level for children. This allows them to make independent choices (Bodrova & Leong, 2007).
Local Resources
Alberta Early Childhood Curriculum Framework (Flight) provides resources for educators and families on creating environments specifically for learning.
Conclusion
The environments in which children learn and play are important to aid in the development of many different executive functions. They should be specifically designed to foster how children think, feel, and learn at the highest capacity. Small details can make a big difference in how children build foundations for lifelong learning and well-being (Bronfenbrenner & Morris, 2006; Shonkoff & Phillips, 2000).
References
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Pearson/Merrill Prentice Hall.
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793–828). Wiley. https://doi.org/10.1002/9780470147658.chpsy0114
Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & The Family Life Project Key Investigators. (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36, 212–222. https://doi.org/10.1016/j.ecresq.2016.01.005
Center on the Developing Child. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function. Harvard University. https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-controlsystem/
Derman-Sparks, L., & Edwards, J. O. (2019). Anti-bias education for young children and ourselves (2nd ed.). National Association for the Education of Young Children.
Evans, G. W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423–451. https://doi.org/10.1146/annurev.psych.57.102904.190057
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the firstgrade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x
Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., ... & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. https://doi.org/10.1111/j.1467-8624.2008.01154.x
Maxwell, L. E., Mitchell, M. R., & Evans, G. W. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. https://www.jstor.org/stable/10.7721/chilyoutenvi.18.2.0036
National Scientific Council on the Developing Child. (2011). The foundations of lifelong health are built in early childhood. Harvard University. https://developingchild.harvard.edu/resources/the-foundations-of-lifelong-health-arebuilt-in-early-childhood/
https://www.istockphoto.com/search/2/image-film?hrase=early+childhood+educator
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press. https://doi.org/10.17226/9824
Wells, N. M., & Evans, G. W. (2003). Nearby nature: A buffer of life stress among rural children. Environment and Behavior, 35(3), 311–330. https://doi.org/10.1177/0013916503035003001