Environmental Recommendations to Promote Children’s Lifelong Learning Skills

Read time 4 minutes

Published on Dec 1, 2025

The following article is based on the research of Dr. Amie Andelin, a recent GCU doctoral alumna, whose work explores equitable access to high-quality early childhood education for all children, regardless of their location, demographic or ability.

Teachers, did you know you can enhance a child’s lifelong success by simply moving a few classroom shelves around? Children ages three to five spend several hours daily in early childhood learning environments. These classrooms are extensions of the home, providing children with a safe, secure space and opportunities to engage with developmentally appropriate materials. Early childhood programs prioritize school readiness as a means to prepare children for kindergarten.

The importance of kindergarten readiness has led to an examination of learning as a lifelong journey and its connection to kindergarten and life success. Ongoing education skills, including conflict resolution, persistence, attention, self-regulation and following directions, are the foundation for school readiness.¹ Once in kindergarten, expectations increase and require the ability to use foundational learning skills to self-regulate. These skills are prerequisites for a child’s success not only in kindergarten but also throughout school years and into adulthood.²

Early childhood teachers work hard to enhance children's learning resilience by intentionally considering the spatial furnishings, room arrangement and learning activities within their classrooms. Prioritizing thoughtful layout and engaging activities increases children’s lifelong learning skills.³ Teachers support children in social interactions with peers and learning activities, allowing them to practice foundational learning skills as they naturally emerge in the spatial settings.

An interconnectedness exists between spatial furnishings and learning activities, as well as their predictive relationship to the acquisition of children’s lifelong learning skills.³To support the development of continuous learning skills in young children, early childhood teachers can benefit from practical strategies that prioritize classroom spaces and intentionally designed learning activities. The following recommendations offer guidance for implementing these approaches effectively.

Prioritize Spaces Conducive to Child Development

The physical space of a classroom communicates safety, shared ownership and sets expectations for play and learning. Failure to provide attention to the educational environment marginalizes children’s learning.⁴ The space of a classroom can set the stage for social interactions and the development of lifelong learning skills.

Spatial considerations can include:

Adequate classroom size: Ensure classrooms are spacious enough for children to move freely and safely.
Child-appropriate furniture: Use furniture that is child-sized, comfortable, promotes movement and interaction, and is accessible to all children.
Accessible shelving: Provide open shelves that allow children to independently engage with learning materials.
Personal storage spaces: Assign each child a designated area to store belongings, fostering ownership and a sense of belonging in the classroom community.
Outdoor motor spaces: Design outdoor areas that support gross motor development and are located near the indoor classroom for easy access.

The physical space can provide opportunities to sustain children's attention, promoting a deeper level of engagement. Intentional classroom arrangements support children's following of routines by maintaining classroom rules, shifting attention and transitioning smoothly from one activity to another.¹Mastery of these skills can help a child follow classroom routines effectively, decrease disruptive behaviors and promote a growth mindset.¹

Design Learning Activities to Promote Lifelong Learning Skills

Learning activities extend the foundational structure of the classroom by using research-based materials to create learning opportunities. Learning activities create a context for teachers to create powerful learning interactions with children, promote exploration possibilities and increase social interactions.⁵ High-quality early childhood learning environments are rich in learning materials that facilitate opportunities for children to develop personal growth through learning.

The following are recommendations when designing learning activities:

Allow ample time for exploration: Children need extended periods to engage with classroom materials, which supports natural play and the development of social skills through conflict resolution.
Stock learning centers adequately: Ensure each center has enough materials to accommodate the number of children using it, promoting active participation and minimizing frustration.
Use diverse, high-quality materials: Select resources that are research-based, developmentally appropriate and reflective of the diverse backgrounds and identities of all children in the classroom.⁶

Children need time to access play. Access to learning activities facilitates the acquisition of continuous learning skills as children play collaboratively with peers, create opportunities to persist, resolve conflicts, self-regulate, increase attention and follow routines.⁷ The ability to focus and engage with learning materials and activities over time is a critical school readiness skill crucial to school success.⁸

When conflict arises in an interest center, play requires self-regulation. Children first recognize a problem, wait, consider options and reflect before resolving it. Self-regulation develops through a child's experiences as they navigate the space through reciprocal interactions with peers despite frustration. Dysregulation occurs when a child fails to reflect before acting. These skills are learned as children interact with peers and materials.⁹

These recommendations are designed to guide early childhood teachers to prepare children to enter kindergarten by designing high-quality classrooms, prioritizing school readiness and supporting children’s acquisition of lifelong learning skills. The classroom layout is a crucial component that facilitates quality interactions. Quality settings can help support children's exploration and enable them to develop learning throughout their lifespan. As programs and teachers implement these practices, the benefits extend to the children, ultimately enhancing their personal growth.¹⁰

Empowering Educators to Lead with Purpose

Intentional classroom design plays a vital role in shaping children’s capacity to engage, persist and self-regulate — skills that support lifelong learning. Educators who explore research-based approaches to instructional spaces may be well-positioned to influence positive learning outcomes and contribute to early education reform. For those interested in expanding their impact, the Doctor of Education in Organizational Leadership at Grand Canyon University offers opportunities to deepen your expertise and foster growth in diverse learning landscapes.

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Dr. Amie Andelin

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Muir, R. A., Howard, S. J. and Kervin, L. (2023). Interventions and Approaches Targeting Early Self-regulation or Executive Functioning In Preschools: A Systematic Review. Educational Psychology Review, 35(1), 27. Retrieved October 2025.
Lindsey, G. (n.d.). Self-Regulation in Early Childhood. Educare Insights. Retrieved October 2025.
Andelin, A.J. (2024). Environmental Features Predictive of Lifelong Learning Skills In Preschool and Pre-K Classrooms (Doctoral Dissertation). Grand Canyon University. Retrieved October 2025.
Clement, J. (2019). Spatially Democratic Pedagogy: Children’s Design and Co-creation of Classroom Space. International Journal of Early Childhood, 51(3), 373–387. Retrieved October 2025.
Perry, N., Adi-Japha, E. and Spektor-Levy, O. (2023). What a Cool Classroom! Voices of 5-Year-olds On the Design of Physical Learning Environments. Early Childhood Research Quarterly, 63, 370-385. Retrieved October 2025.
National Association for the Education of Young Children. (n.d.). Recommendations for Early Childhood Educators. NAEYC. Retrieved October 2025.
Ivrendi, A., Erol, A. and Atan, A. (2022). Children’s Geometric Skills: Any Ties To Self-Regulation Skills? Journal of Educational Research, 115(1), 1–10. Retrieved October 2025.
Leonard, J. A., Garcia, A. and Schulz, L. E. (2020). How adults’ actions, outcomes, and testimony affect preschoolers’ persistence. Child development, 91(4), 1254-1271. Retrieved October 2025.
McRoy, K., K. Gerde, H., & Linscott, L. (n.d.). A Three-Step Approach to Help Children Navigate Conflict. NAEYC. Retrieved October 2025.
Moses, A. (n.d.). Creating and Supporting High-Quality Early Learning Programs. NAEYC. Retrieved October 2025.

Approved and verified accurate by the Dean of the College of Doctoral Studies on Oct. 29, 2025.

The views and opinions expressed in this article are those of the author’s and do not necessarily reflect the official policy or position of Grand Canyon University. Any sources cited were accurate as of the publish date.

Design Learning Activities to Promote Lifelong Learning Skills

The following are recommendations when designing learning activities:

Allow ample time for exploration: Children need extended periods to engage with classroom materials, which supports natural play and the development of social skills through conflict resolution.
Stock learning centers adequately: Ensure each center has enough materials to accommodate the number of children using it, promoting active participation and minimizing frustration.
Use diverse, high-quality materials: Select resources that are research-based, developmentally appropriate and reflective of the diverse backgrounds and identities of all children in the classroom.⁶

Prioritize Spaces Conducive to Child Development

Design Learning Activities to Promote Lifelong Learning Skills

Empowering Educators to Lead with Purpose

The Triad of Successful Schools: School Leadership, Expert Teachers and Engaged Parents

Essential PhD Advice

Dissertation Defense Guide

We're here to help.

Environmental Recommendations to Promote Children’s Lifelong Learning Skills

Prioritize Spaces Conducive to Child Development

Empowering Educators to Lead with Purpose

Design Learning Activities to Promote Lifelong Learning Skills