14 Classroom Design Elements that Support Young Children’s Development

In infant-toddler classrooms, classroom design is key to supporting healthy social-emotional development, safety, and learning. Excerpted and adapted from the book Unpacking the Infant–Toddler Pyramid Model, this list of essential classroom design elements can help teach­ers create the best possible spaces for young children—and ensure that they learn and thrive in their earliest years.

• Position a nap or crib area in a quiet part of the classroom. Keep in mind that not all children will nap at the same time.
• Use furniture or structures to ensure that there are no wide-open spaces where toddlers are likely to run and no opportunities for unsafe climbing.
• Ensure that tables and chairs are sized for your young learners. These are needed for meals and snacks and can foster independence.
• Create space around furniture so adults can get down on children’s level. For example, creating space around the dining table allows teachers to move around the whole table, kneel or squat down at children’s level, or sit in a chair next to children.
• Dedicate areas for diaper changing, toileting, and hand-washing. This can provide easy access and support independence.
• Have a variety of developmentally appropriate materials and toys that children can access, manipulate, and play with (independently or with teacher support). This promotes learning and interaction. To ensure that all children can access these materials, have methods of storing toys and materials that are adapted to individual child needs. Duplicates of toys will help prevent conflict and promote peer interaction.
• Organize clearly defined areas to help children know where one space ends and another begins. Examples of centers include areas for blocks, art, dramatic or pretend play (e.g., grocery store, kitchen), books, and a sensory area. Aim to provide at least two to three centers in a classroom to provide choices in play. Furniture such as double-sided bookcases or low tables can create defined play spaces and help children understand how to access and use toys and materials in play.
• Include diverse books, materials, and posters to foster social awareness and reflect the languages, cultures, and abilities of the children in the classroom. Diverse materials can help children experience and learn about cultural and individual differences. Soft or board books in infant rooms allow children to explore the books with their hands and mouths.
• Incorporate visuals that help children know what to do. Stop signs let children know an area is closed. Visuals in the play kitchen area might help children know how to use pots and pans. A “first–then” visual at the door to the play­ground might show children that we first put on our shoes or jacket and then we can go outside.
• Put together a cozy, calming area—a space to go to if children need a quiet place to calm down or rest.
• Include rocking chairs or a seating space for staff and families. Provide a comfortable space where the adults can feed, hold, and cuddle children.
• Establish a soft area for babies, protected from older children, where babies can be placed on their tummies safely.
• Provide a soft climbing structure that is safe for the children in the room and offers space for gross motor activi­ties and interaction. This may include mats, foam blocks and ramps, a small ladder, and a slide if the room permits.
• Create welcoming spaces and classroom or center visuals that are designed to welcome families and encourage interaction between caregivers, children, and teachers.

Keep in mind: The size and shape of the classroom, as well as the children present, influence each classroom’s de­sign. In smaller classrooms, prioritize what areas will be included in the room. Larger rooms allow for more space to set up learning spaces for children but will also need to be arranged to prevent children from running around in large spaces or being out of view of the teachers.

It can be helpful to set up multiple areas in the classroom so children will have choices, but not so many that children get overwhelmed. Be sure to consider the state and licensing recommendations for classroom design in the initial design planning, and make certain that the environment is safe and free from chemicals, structures, or materials that could harm children.

For much more on giving the youngest children a strong foundation of social-emotional competence, check out the book behind today’s blog post!