Quality Physical Environment in Early Childhood Education Setting

Running Head: QUALITY PHYSICAL
Quality Physical
Name
Institutional Affiliation

QUALITY PHYSICAL 1
Table of Content
s
1- Introduction.........................................................................................................................2
1.1- Quality Physical Environment in an Early Childhood Education Setting......................2
1.2- Importance of a Safe and Secure Environment...........................................................5
1.3- Safe and Secure Environment in Relation to Children’s Cognitive and Emotional
Development..........................................................................................................................7
2- SAMPLE FLOOR PLAN.................................................................................................11
3- Conclusion........................................................................................................................12
References................................................................................................................................13

QUALITY PHYSICAL 2
1- INTRODUCTION
Children’s development relies on the environment given to them at their early ages. It
includes how parents treat their children in their home setting and in which school they are
enrolled as they come of age. The quality of physical environment provided to children plays
a key role in their nourishment and development; the assignment is focused on describing the
physical environment in early childhood educational setting along with the importance of the
safe environment. It also studies the relationship between a safe and secure environment in
relation to cognitive and behavioral development of a child.
1.1- Quality Physical Environment in an Early Childhood Education Setting.
The development of children in early development period requires a well-organized and
user-friendly space to promote their growth in the right direction. It is found that a quality
early childhood physical environment has the following traits,
- It needs some space to organize internal and external ECD classrooms
- It is required to have different learning space based on literacy, art, dramatic play,
science, and mathematics
- It has to have playing material suitable for different aged children to boost their
abilities and interest in learning things
- It has to have a provision to assist the children in feeling the need for communication
and community (Moore, 2017).
However, it is important for an early childhood setting to priorities environmental safety,
health, and a learning environment to involve development and cultural opportunities for
individuals for playing, learning, and social interaction. Agencies have their structured
policies and guidelines to create a creative and safe environment varying from one country to
another (Becker et al., 2017). It is found that a well-arranged physical environment helps the
school and institution’s management to enhance their children’s ability using learning and

QUALITY PHYSICAL 3
playing approach. A well-equipped classroom facilitates the room to manage and support
curricular goals and objectives. It helps the environment to be designed and configured the
needs of children considering how they feel, act, and behave (Wells et al., 2016).
It is important for school management to provide the best resources and environment
support children’s development to allow growth and development opportunities for children
using activities and material in defined areas. The arrangement of the room should involve
playing activities as it will promote social interaction and language between both student and
teachers (Duchesne & McMaugh, 2018). It can be said that the physical environment is a
direct reflection of school and teacher’s planning and focus related to student’s learning. It is
the area where teachers and student spend most of their time. Therefore, the area/room is
supposed to be well organized, personable, comfortable, and involve various types of
manipulatives based on the social, emotional, cognitive, and physical development of
children and to some scale, it also encourages teacher’s growth (Ledford & Gast, 2018).
Furthermore, it is important to understand that children at different age require a different
kind of classroom and physical environment.
For example, in infant classrooms, teachers are required to designate children’s activities
areas such as eating, sleeping, diapering, play areas, and others as primary activities.
Meanwhile, other areas include floor activities, most infants and toddlers are found exploring
the floor as their favorite activities, they are found chewing, pushing, pulling, stacking, and
rolling, turning, squeezing, staking stuff (Bowen, 2018). It is important for teachers to
supervise infants with more focus or it might hurt them. It includes sleeping areas as well.
The changing requirement of children's physical creates the urge for schools to provide a
cozy, warm, and homelike environment for kids in order to provide them with a happy social
and emotional environment (Duchesne & McMaugh, 2018). The basic element of creative
environmental space is,