15.4: Environments that Inspire and Support Creativity

In essence, the early childhood environment is more than just a physical space—it is a dynamic ecosystem that shapes and nurtures young minds. While a professional's vision and design of the environment affect children's responses and prompts engagement, it is the child's use of the environment that determines how learning and development occur in meaningful ways.

The early childhood environment serves as a canvas for fostering creativity. Children are naturally curious and imaginative beings, and their surroundings significantly influence the expression of these qualities. A well-designed environment encourages exploration, experimentation, and problem-solving, all of which are fundamental aspects of creative development. From open-ended materials to inviting spaces that stimulate the senses, every element of the environment contributes to sparking and nurturing children's creativity.

"Toddlers Exploring Sounds" by Heather Carter is licensed CC BY-SA

Moreover, the early childhood environment is a powerful catalyst for learning. Young children learn best through hands-on experiences and meaningful interactions with their surroundings. An environment that is rich in age-appropriate, open-ended materials, provides ample opportunities for children to engage actively in the learning process. By immersing themselves in a stimulating environment, children are able to absorb new concepts, develop essential skills, and make meaningful connections that lay the groundwork for future academic success.

Finally, the early childhood environment plays a crucial role in facilitating self-expression. For young children, finding ways to communicate thoughts, feelings, and experiences is essential for social and emotional development. An environment that values and supports self-expression empowers children to express themselves authentically through various mediums, such as art, music, movement, and dramatic play. By providing avenues for self-expression, the early childhood environment fosters confidence, self-awareness, and a sense of belonging, which are essential for overall well-being and positive social interactions.

Planning Effective Environments

While environments were explored more in-depth earlier in the text, there are a few general considerations that align well with understanding how to support children's creativity and the process of learning. Think of spaces that make you feel calm, focused, and welcomed. What do they look like? What elements do they include? Now, consider the diverse people, families, and communities that comprise an early childhood program. How do we blend the two together?

By reflecting the diversity within the culture, language, geographical features within the local community, and children's interests with more commonly identified elements such as lighting, colors, textures, organization, and presentation of spaces, we can create an environment that communicates a sense of belonging.

Warm and Welcoming

Natural lighting is important to learning and behavior because it helps regulate our mood (Boubekri et.al, 2014), and has been proposed as the single most important element in the learning environment (Fielding, 2017). However, using natural light isn't always conducive to spaces that were retrofitted, or not designed with light in mind. Using sturdy table and floor lamps can help accentuate specific areas of the room or materials, in addition to supplementing natural light (Isbell & Yoshizawa, 2016).

"Light Table and Props" by Heather Carter is licensed CC BY-SA. A light table is propped up vertically to illuminate objects in front of it. Black fabric is utilized behind and below the light table to help direct light.

Color, texture, and sound also play a role in establishing a sense of calm and warmth in the environment. Bright primary colors were once thought to engage children's senses for the promotion of activity and learning, eventually becoming a standard across many early childhood programs. However, partly influenced by the Reggio Emilia school environment, and partly influenced by research on how color affects our productivity, mood, and creativity, early childhood programs are now moving towards more neutral and earth tones so that the environment serves as more of a backdrop to creativity and learning.

Natural elements add texture and visual appeal. Rugs, nontoxic plants, pillows with washable covers, draped fabrics, and other materials can help define spaces when used in thoughtful ways. Sounds can also support, or distract, children's creativity. Arrangements of the spaces within the environment- in keeping noisy spaces away from quieter ones- and how music is used throughout the day are important to consider when designing a space that is warm and inviting.

"Infant Exploration of Colors, Mirrors, and Boxes" by Heather Carter is licensed CC BY-SA.

Provide a Sense of Belonging

Most early childhood programs include children from a variety of ethnic backgrounds, cultures, lifestyles, abilities, languages, religions, and family structures. When these differences are reflected within the environment, it communicates a sense of belonging and expands the possibilities for creative work shaped by the characteristics and needs of the individual children (Isbell & Yoshiwaza, 2016).

Some ways to reflect this diversity are through:

• Display photos that represent the children, learning within the program, families, and/or places within the local community
• Display children's art, work, or familial artifacts
• Provide a variety of books, materials, and activities that are relevant to the current diversity among the group
• Bring in customs or traditions celebrated by children/families within the classroom

Consider Children's Work and Learning

In the realm of early childhood education, the environment plays a pivotal role in shaping young minds and fostering holistic development. Whether in large groups, small groups, pairs, or working individually, the design and arrangement of the learning environment significantly impact children's creativity and learning potential. One general consideration is the understanding that children need to do and use too much before they can learn how to use just enough. This extends from using a lot of paper, to glue, paint, etc. Always make sure you have plenty of supplies on hand. If resources and budget are an issue, try using manilla and butcher paper in lieu of construction paper, recyclables, and diluting glue or watercolor with a little bit of water.

"Glue in Paint Pots" by Heather Carter is licensed CC BY-SA. Dilute glue with about 25% water in glue pots with paint brushes with a more cost-effective option for using glue in early childhood programs.

Large Groups

In large group settings, such as classrooms or communal spaces, the environment should be structured to accommodate diverse activities while encouraging social interaction and collaboration. Interactive learning centers and ample space for movement allow children to engage with peers, share ideas, and participate in group activities. To spark curiosity and promote active participation, consider incorporating:

• stimulating visuals,
• age-appropriate materials, and
• multisensory experiences.

"Older Toddler Classroom Reading Area" by Heather Carter is licensed CC BY-SA. Reading area in an older toddler classroom provides ample space for large groups that includes different surfaces and soft elements for sitting, lying, and relaxing while reading.

Small Groups

Conversely, in small group settings of two to six children, the environment can be tailored to facilitate focused exploration and meaningful interactions. Creating inviting spaces for small group discussion, cooperative projects, and guided activities could include:

• cozy corners,
• rotated interest centers,
• cross-area play in learning centers. Cross-area play is unscripted play that provides children the freedom to utilize materials from all areas of the classroom (Minahan et.al, 2021).

By providing opportunities for children to work closely with peers, share perspectives, and problem-solve collaboratively, the environment cultivates creativity through a shared process.

"Cross-Play in Preschool" by Heather Carter is licensed CC BY-SA. A small group of four older preschoolers having a picnic in the block area. These children chose the block area so that a road could be built to get to the picnic site. Cross-play with props from the home living area was encouraged by the teachers so that the group would fully commit to the shared vision.

Partner and Individual Work

Similarly, in partner and individual learning settings, the environment should be conducive to independent exploration, self-directed inquiry, and personalized learning experiences. Some of the ways to incorporate might include:

• quiet or alone areas (sometimes called safe spaces),
• designated workstations, such as a listening area,
• and comfortable seating arrangements that consider the type of work being offered as a rotated daily activity.

"Caused and Effect" by Heather Carter is licensed CC BY-SA. Exploring primary color tinted vinegar with baking soda on mirrors is set up as a rotated daily activity for children to explore individually or in pairs.

Providing children the autonomy to pursue their interests, engage in reflective practices, and pursue projects at their own pace empowers children to take ownership of their learning and express themselves creatively. By thoughtfully designing spaces that inspire curiosity, encourage exploration, and support diverse learning styles, professionals can create environments where every child thrives and discovers their full potential.

References

Boubekri, M., Cheung, I. N., Reid, K. J., Wang, C. H., & Zee, P. C. (2014). Impact of windows and daylight exposure on overall health and sleep quality of office workers: a case-control pilot study. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 10(6), 603–611. https://doi.org/10.5664/jcsm.3780

Fielding, Randall. (2017). Learning, lighting and color: Lighting design for schools and universities in the 21st century. DesignShare (NJ1). https://eric.ed.gov/?id=ED497664.

Isbell, R. & Yoshizawa, S.A. (2016). Nurturing creativity: An essential mindset for young children's learning. National Association for the Education of Young Children.

Minahan, L., Byrd, J., Dwyer, S., Romp, S., Viets, L., & Strekalova-Hughes, E. (2021). Sparking creativity with cross-area play. Teaching Young Children, 15(1). https://www.naeyc.org/resources/pubs/tyc/fall2021/cross-area-play