3.1: The Role of the Classroom Environment in Supporting Children's Physical Development

Learning Objectives

After reading this section of the chapter, students will be able to:

• Identify the role of the Environment as a “Teacher.”
• Identify how the environment supports physical development

Introduction

The environment is often labeled as a “teacher” in Early Childhood Education. The meaning behind this label is that if an environment is intentionally created with developmentally appropriate practice in mind, it will serve to assist with learning as well as classroom management. A quality early childhood educational environment, whether it is indoor, outdoor, or temporal, should encourage engagement, stimulate learning, and promote growth in all areas of development.

The effective preschool teacher recognizes, understands, and respects the values of children’s families and communities and attempts to make the preschool environment as congruent with those values as possible.[1]

The environment affects every aspect of how children develop and learn and how teachers teach. In the article Inspired by Reggio Emilia: Emergent Curriculum in Relationship-Driven Learning Environments, Mary Ann Biermeier summarizes Loris Malaguzzi’s concept of the third teacher:

“…the environment plays a central role in the process of making learning meaningful. So important was this notion that Malaguzzi defined the environment as the third teacher (Gandini 2011). Malaguzzi’s third teacher is a flexible environment, responsive to the need for teachers and children to create learning together. Fostering creativity through the work of young hands manipulating objects or making art, it is an environment that reflects the values we want to communicate to children. Moreover, the classroom environment can help shape a child’s identity as a powerful player in his or her own life and the lives of others. To foster such an environment, teachers must go deeper than what is merely seen at eye level and develop a deep understanding of the underlying principles and of children’s thinking, questions, and curiosities.” ^[81]

The classroom environment significantly influences children's physical development. A thoughtfully designed space promotes exploration and movement, which are crucial for developing motor skills, coordination, and overall health. This idea aligns with the Reggio Emilia approach, where the environment is considered the "third teacher," playing an active role in shaping children's learning experiences. Building on the foundational concepts of the "third teacher," this section delves into how various elements of the classroom environment specifically support children's physical development through structured movement opportunities, accessible materials, independence, outdoor play, and integrated routines.

Encouraging Movement and Exploration for Gross and Fine Motor Development

The classroom must allow children to move freely, as active play fosters both gross motor development (large muscle movements) and fine motor development (precise hand and finger movements). A well-planned space enables both structured and free movement, helping children refine coordination and strength.

Gross Motor Development

Gross motor skills involve large muscle movements that help children build strength, coordination, and balance. The classroom environment should encourage activities that promote these essential physical skills, ensuring children have ample space to move freely and explore.

• Social Studies: Movement-based role-playing, such as marching like soldiers or mimicking animal movements from different regions, enhances both physical and social development.
• Art: Collaborative projects where children stretch, bend, or reach for materials strengthen their muscles while engaging creatively.
• Music & Movement: Dancing and rhythmic exercises help children refine balance and coordination, promoting both physical agility and self-expression.

Fine Motor Development

Fine motor skills involve precise hand and finger movements that enhance children's dexterity and hand-eye coordination. The classroom should provide materials and activities that allow children to strengthen these small muscle movements through manipulation, grasping, and sorting.

• Social Studies: Handling small tools, organizing artifacts, and arranging miniature cultural figures promote fine motor practice.
• Art: Cutting with scissors, painting with brushes, or grasping markers refines dexterity.
• Music & Movement: Playing instruments like tambourines, maracas, and xylophones requires controlled finger movements.

Supporting Fine Motor Skills Through Accessible Materials

Providing accessible materials encourages children to manipulate, grasp, stack, and sort, which improves hand-eye coordination and dexterity.

• Social Studies: Props such as cultural artifacts, miniature figures, and maps help children refine their ability to grasp, sort, and organize materials.
• Art: Tools like paintbrushes, markers, scissors, and clay allow children to refine their grasp and cutting abilities.
• Music & Movement: Instruments such as xylophones, maracas, and tambourines require precise hand movements.

Encouragement of Independent Action

A child-friendly environment promotes autonomy and confidence by ensuring materials are placed within easy reach, allowing children to explore freely.

• Social Studies: Props like maps, dolls, and cultural items should be arranged for children to manipulate and organize independently.
• Art: Supplies such as crayons, clay, paintbrushes, and paper should be easily accessible.
• Music & Movement: Allowing children to select and play rhythm instruments independently helps them practice coordination.

Outdoor Play and Nature-Based Interaction

Outdoor play promotes physical agility, endurance, and sensory awareness through natural materials.

• Social Studies: Role-playing activities incorporating movement patterns from different cultures.
• Art: Painting with sticks, arranging leaves into collages, or using chalk to draw on sidewalks.
• Music & Movement: Outdoor rhythm games, jumping, and stomping along with songs.

Structured Routines and Transitions for Physical Development

Daily routines and transitions provide repeated opportunities for fine motor practice, organization, and independent movement.

• Social Studies: Setting up culturally diverse materials at mealtime, organizing play-based props, or cleaning up after activities.
• Art: Preparing surfaces for painting, cleaning brushes, and handling stencils.
• Music & Movement: Transition routines such as singing a song before shifting activities or using rhythmic motions while cleaning.

Comparison of Gross vs. Fine Motor Activities in the Classroom

The following table highlights the distinction between gross and fine motor activities in different learning areas:

Comparison of Gross and Fine Motor Activities

Classroom Area	Gross Motor Activities	Fine Motor Activities
Social Studies	Marching, mimicking animal movements, and exploring cultural dances.	Handling miniature figures, sorting artifacts, and organizing maps.
Art	Large-scale painting, sculpting with clay, and stretching to reach supplies.	Using paintbrushes, scissors, markers, or beads to refine hand-eye coordination.
Music & Movement	Dancing, jumping to rhythms, and engaging in movement-based songs.	Playing small instruments like tambourines, xylophones, or maracas.
Outdoor Play	Running, climbing, and balancing on different terrains.	Collecting natural materials (leaves, twigs, rocks) for projects, using chalk for outdoor drawing.
Structured Routines	Physical movements for cleaning up, transitioning through activities.	Using utensils, fastening buttons/zippers, and handling small objects during tasks like setting the table.

Conclusion

The classroom environment serves as an active facilitator in children's physical development, reinforcing both gross and fine motor skills through movement, accessible materials, independence, outdoor engagement, and structured routines. By thoughtfully designing learning spaces, educators empower children to explore, create, and develop autonomy, helping them grow as physically competent, creative, and socially engaged learners.

References

[1] California Preschool Program Guidelines by the California Department of Education are used with permission