How to make different play areas visible and interesting?

A classroom should have several different play areas where children get to learn, practise, investigate and of course - play. It is a good idea to build play areas so that with a glance you already see what is the point of that play area.

Making the play areas more visible you can use different types on pictures on the wall and floor. For example to car play area you can use black masking tape on the floor to make roads for the cars, hang pictures of different types of cars and vehicles on the wall and so on. For animal play you can use plastic grass on the shelves for animals to walk on, make fences for animals with colorful masking tape on the floor and again put pictures of different types of animals on the wall near the animal play area.

Toys should be located so that children can easily see and reach the toys. Toy boxes can be see through or if not, the toy boxes should have a picture of the toys that belong in that box. This also makes cleaning of the toys much easier - every toy has their own box where they belong to! Cars go to car box, blocks go their own box and so on... When toys are nicely arranged and cared for, children also learn to appreciate the toys and play areas more. It is important that teachers show example on how to play together with peers and how to clean after playtime is over.

Arranging learning areas by their type

Each learning or play area should be clearly defined by some boundaries that separate them from the other areas. The boundary can be anything that is visible enough for children to understand the limits of the play area. For example low storage shelves, bulletin boards, tables, chairs, carpets or even colorful masking tapes on the floor.

Similar learning areas should be located close to each other. For example the library and writing area need quiet space so they could be located to each other. On the other hand, block area and role play area need more space and allow children for louder play.

Some play areas can be "theme-based" so that they change over time according to the learning theme. For example is children are learning about farm animals, you could have farm animal play in the classroom, enhanced with pictures, related books and other little props.

Types of different play areas

• Block Center

A block area that houses a full set of wooden unit blocks arranged by size and shape in low open shelving that clearly demarcates where each block should be stored

Block area

• Math/Manipulative Center

A math/manipulative area that offers a variety of materials including puzzles, small blocks, Legos, games, tiles, geoboards, attribute blocks, and other hands-on materials that foster children’s thinking and problem-solving skills and support the development of math (counting, operations, numbers, measurement, geometry)

• Library/Reading area

A library area that contains a variety of books that are arranged by the areas of interest and difficulty level. The types of books should reflect the little readers who learn in the classroom.

• Writing area

A writing/drawing area that provides different types of paper, crayons/markers/pencils, and maybe stamps, stencils, alphabet charts... These materials can be combined with art materials (for younger children) or separated into their own area when children become more advanced in the literacy development

• Art area

An art area that offers different types of paper and drawing materials (crayons, markers, etc.), as well as paste or glue, scissors, stamps, watercolors, pastels, and tempera paints and brushes, an easel or table available for a large painting, collage and construction materials, and other assorted materials such as playdough and clay.

• Science area

A science area that includes magnifying glass(es), sand/water table, possibly animals (guinea pigs, snails, mealworms), and other natural items (eg. plants, rocks, shells, leaves...) depending on the time of the year, current topic, or interests of the children in the classroom. Within this area, children should be given time to experiment with measuring, counting, pouring, and making predictions.

The learning environment is a broad and profound term. It is much more than the physical environment with walls, furniture, and some toys here and there. It is vital to consider its design.

How do we assess the classroom as a learning environment?

A typical learning environment is a classroom. It is not indifferent what kind of environment children have around them. The environment affects how children behave during the day; do they get restless or stressed easily? Are children able to focus on their play and activities? Can children find things to do that interest them?

Assess your classroom according to these points and enhance every corner of it!

The participation of the child:

• Are children "present" in the classroom? Are their artworks, toys, and photos visible?
• Are children able to choose what they want to play?
• How are the toys available in the classroom? Can children find the toys they look for easily?
• How can children affect the functionality of the classroom?

It is important that children experience outdoor play in early childhood. Outdoor play has different possibilities for learning than indoor play. According to a study by Claire McCarthy from Harvard University, outdoor play has many benefits for children. Outdoor play promotes children's health, creativity, ability to take risks, and appreciation of nature.

Read more about the importance of outdoor play!

How to promote children's play outdoors?

Of course, to gain the benefits of outdoor play, children need suitable materials, space, and inspiration.

Children love to be creative and messy, so they'd love a mud kitchen! They'll have lots of fun making mud pies and other slimy treats! Mud kitchens are great for sensory play, as children mix water, sand, mud, rocks, sticks, and whatever they have!

Book recommendation: Let the children play!

Starting a new term as a preschool owner or center head is not just about welcoming new faces; it’s about setting the tone for success and innovation throughout the year. Staying ahead is crucial with the ongoing changes in educational expectations and the increasing demand for high-quality early learning experiences. Here’s how you can leverage the Kindiedays Pro program to make a flying start this term, ensuring your preschool meets and exceeds educational standards.

1. Refresh Your Curriculum with Playful Learning

Embrace Holistic Development: Start the term by integrating holistic and playful learning methods into your curriculum. Kindiedays Pro offers thematic, Finnish-inspired learning materials designed to foster creativity, curiosity, and critical thinking among young learners. These materials make learning enjoyable and engaging, helping to spark a love for learning right from the start.

💡 Action Tip: Review the learning themes available through Kindiedays Pro and select those that align best with your educational goals for the term. Plan a curriculum alternating between different themes to keep the content dynamic and engaging.

2. Empower Your Teachers with Professional Development

Nowadays children (and adults) spend more time inside, which is not a good thing. Playing outdoors has many benefits, but playing indoors is lacking. Read more about what the study from the Harvard University says about the benefits of outdoor play.

5 reasons why children need outdoor play

1. Sun

Children (as well as all people) need sun exposure for our bodies to make Vitamin D. Vitamin D is important in terms of the immune system and bone development. So, our bodies work better if they get some sun every day!

Remember sun lotion, hat, and sunglasses to make playing in the sun safe!

2. Exercise

Different countries seem to have their own guidelines about how much time children should exercise per day but the golden line is that all children need some active exercise every day!

According to the Harvard University, children should move 60 minutes actively per day.

According to a Finnish UKK-institute, the timelines are higher. Children under 8 years should move around 3 hours a day. One hour should consist of active physical play and exercise (eg. jumping on the trampoline, running, swimming). Children should also get two hours of light exercise on top of that (eg. walking in the forest, swinging, cycling).

3. Executive function & Self-regulation

According to the Harvard University executive function and self-regulation skills are important mental processes that enable us to: plan, focus, remember instructions, and juggle multiple tasks. These skills are crucial for learning and development, and they enable positive behavior.

Children are not born with these skills but with the potential to develop these skills. To develop these skills it is important to encourage children to creative play, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision. Free outdoor play promotes all of this.