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.^{(See disclaimer 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.^{(See disclaimer 1 )}Mastery of these skills can help a child follow classroom routines effectively, decrease disruptive behaviors and promote a growth mindset.^{(See disclaimer 1)} 

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.

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.^{(See disclaimer 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.^{(See disclaimer 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.^{(See disclaimer 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.^{(See disclaimer 3 )}To 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. 

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.^{(See disclaimer 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.^{(See disclaimer 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.^{(See disclaimer 7)} The ability to focus and engage with learning materials and activities over time is a critical school readiness skill crucial to school success.^{(See disclaimer 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.^{(See disclaimer 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.^{(See disclaimer 10)}