1. Rocking the School-Age
Environments: Creating Spaces
that Inspire

4. Understanding the School-Age Child
• They are becoming more logical, less egocentric. (Piaget)
• Motor development is strong, learning to express their thoughts and
ideas.
• Young school age children may like time to work alone, older kids like
groups, still seek approval from adults, may show disobedience as a
way to express independence.
• Active and industrious.

5. Role of the Environment
• The environment plays a critical role
in development.
• It is the third teacher.
• Environments offer support for multiple
intelligences. (Howard Gardner)

6. Importance of the Environment
•What are your goals for your school-age
environment?

7. Considerations for the Environment
• Atmosphere
• Expectations/Needs
of children (Ask the children)
of Adults
• Access/Inclusion
• Management Systems
• Safety-
Physical & Emotional

8. Environment
• Stimulating but not overwhelming
• Learning centers
• Places for individual, small group and large
group activity
• Places to play at tables, on the floor, low
tables to sit on the floor
• Self-help and independence
• Cozy Spaces

9. Atmosphere & General Guidelines
• Organized, warm, peaceful and inviting
• Shelves off the walls
• Clear pathways
• Scaled to child size
• Neutral and calming colors
• The children will bring the color, noise and mess
• Pleasant lighting

10. Environments

11. General Center Guidelines
• Use walls, furniture, rugs or lighting to create clear boundaries.
• Centers should include a shelf, a table or designated floor area for play.
• Number of chairs, table/rug size should correspond with the number of
children allowed in the center.
• Group centers logically i.e. dramatic play near blocks, art and science near
sink, cozy near library, etc.
• Group quiet centers together, busy centers together
• Label all containers and shelves. All items and containers must have a
designated space.
• All materials can be accessed without moving something else.
• Do not use shelves as ‘storage’ areas. Maintain a separate area for storage.

12. Art Center
• Locate near a water source
• Include paper towels or hand towels
for quick cleanup
• Include an easel or vertical paint
surface
• Space for drying/displaying materials
accessible to children
• Interesting/recycled/natural/collage
materials accessible
• Various types of tape
• Open-ended work only

13. Art Center
• Glass mason jars are best for paint
storage/use
• Large variety of sizes and types of paint
brushes
• At least 2 types of paper and 3 types of
mediums (markers/crayons/paint
sticks/color pencils)
• Access to liquid glue (Elmer’s or the
like)
• Materials placed in the art center are
available anytime and unlimited

14. Construction/Block Center
• Allow for 2 entrance/exits or one
open side to prevent the entrance
being blocked by play
• Low pile rug/ Lego Table
• Located in noisy area, near dramatic
play if possible
• Similar blocks may be stored in clear
containers or directly on shelf
• Materials for building ramps

15. Tinkering Center
• Real tools, nuts, bolts, loose parts
for construction
• Various types of tape
• Large amounts of recyclable
materials
• Broken appliances to take apart

16. Dramatic Play
• Gender neutral colors and items
• Selected materials in appropriate
quantities (less is more)
• Items should be stored as they would be
in a real home – shelves, hooks, hangers,
etc.
• Prop boxes to change out materials ex.
Restaurant, Office, Flower Shop,

17. Dramatic Play
• Adequate space and materials for the
allowed number of children
• Real materials such as small metal
pans, cooking utensils, wood bowls,
ceramic pitchers
• Organized, inviting, and accessible

18. Library/Reading
• Comfortable and inviting
• Sofa or larger beanbags
• Attractive display of books – front covers
visible (shelves with baskets)
• Books are all in good shape and plentiful
• Headphones/listening center

19. Library/Reading
• Books represent real things and real
life, diversity, and both genders
• Books for all reading levels
• Avoid commercial characters (books
need an author)
• Outlet for listening equipment
• Surface for writing, a table or
lapboards or clipboards

20. Writing/ Homework
• Area for two to four children
• Office/school supplies
• Well-lit, comfortable, ergonomic
• Alphabet or word wall located at
or near center
• Materials to make books
• Separate space for older kids to
do homework

21. Science
• Located near natural light if possible
• Designated display space/surface
• Organized and logical – laboratory-like
• Table and floor space available for
working
• Use trays to store materials when
possible

22. Science
• May need a sink or outlet nearby
• Include magnifying glasses, tweezers,
paper, clipboards, writing tools, loose
parts materials, nature collections,
scales
• Place to display reference materials or
pictures

23. Math/Manipulative
• Provide jig saw puzzles, stringing
beads jewelry making, weaving,
sewing etc.
• Games (this can be its own center)
• Provide space at a table, on the floor,
and while standing
• Logical, well-organized

24. Outdoors

25. Outdoors: Art/ Heavy Work/ Games

26. Selecting Materials
• Ask yourself if it is…
• Developmentally appropriate
• Reflective of children’s interests
• Organized and Labeled
• Consider quality over quantity
• Open-ended
• Inviting and engaging

27. Selecting Materials
Children are drawn to real life and
natural materials.

28. Selecting Materials
Organization of materials is key
to their success.

29. Selecting Materials
Open ended materials allow for exploration in many areas.

30. Wall Display/Documenting Work
• All items intended for children
should be displayed about 4’ or
below.
• Permanent items should be framed
if possible.
• Use real art.
• Child work should be accessible to
children.
• Items intended for adults should be
located at the door or in the hall
and clearly designed for grown-ups.

31. Display
• Use a consistent, plain and neutral fabric for
bulletin board backgrounds.
• Try to select materials that absorb sound
and light, rather than reflect it – frames,
canvas, un-laminated items.
• Reference materials (alphabet, shapes,
colors, etc.) should be used intentionally
and age appropriately. They should also be
hung in the appropriate area of the
classroom – i.e. the alphabet is in the
writing center, not randomly hung as
classroom décor.
• If it doesn’t have a purpose, don’t hang it
up.
• Use real photographs and images.

32. Conclusion
•What do you want to Start?
•What should you stop?
• what should you Keep?