{"id":8324,"date":"2025-11-24T20:15:19","date_gmt":"2025-11-24T14:15:19","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8324"},"modified":"2025-11-24T20:20:57","modified_gmt":"2025-11-24T14:20:57","slug":"%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6%e0%a6%97%e0%a6%a4-%e0%a6%b6%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%a3%e0%a7%80%e0%a6%95%e0%a6%95%e0%a7%8d%e0%a6%b7-%e0%a6%a8%e0%a6%95%e0%a6%b6%e0%a6%be","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6%e0%a6%97%e0%a6%a4-%e0%a6%b6%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%a3%e0%a7%80%e0%a6%95%e0%a6%95%e0%a7%8d%e0%a6%b7-%e0%a6%a8%e0%a6%95%e0%a6%b6%e0%a6%be\/","title":{"rendered":"\u09b6\u09c7\u0996\u09be\u09b0 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#ey-environment .ey-cta p {\r\n      margin: 0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Early years classroom in Bangladesh with children learning in a talk-friendly environment\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Environments<\/div>\r\n        <h1>Learning environments and classroom design<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          Low-cost, high-impact classroom environments for Bangladeshi early years settings \u2013 using space, materials and display to support voice, belonging and learning.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- 1. Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-env-intro-heading\">\r\n      <h2 id=\"ey-env-intro-heading\">1. Evidence foundations: the environment as an active teacher<\/h2>\r\n      <p>\r\n        In early childhood education, the classroom is not just a background. It actively shapes what\r\n        children think, feel, say and do. Educational research often refers to the environment as the\r\n        \u201cthird teacher\u201d \u2013 alongside adults and peers.\r\n      <\/p>\r\n      <p>This means that:<\/p>\r\n      <ul>\r\n        <li>Space influences behaviour.<\/li>\r\n        <li>Layout influences interaction.<\/li>\r\n        <li>Visuals influence attention and memory.<\/li>\r\n        <li>Comfort influences emotional safety.<\/li>\r\n        <li>Organisation influences independence.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Children learn not only from lessons, but from what their environment tells them about whose\r\n        voices matter, where they may explore, what they may touch, how they should behave and whether\r\n        the space feels safe or threatening.\r\n      <\/p>\r\n      <p>\r\n        In early years, where children are still developing self-regulation, language and confidence,\r\n        environment plays a particularly powerful role. A well-designed environment does not replace\r\n        good teaching. It amplifies it.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 2. Enabling environments in low-resource settings -->\r\n    <section aria-labelledby=\"ey-env-enabling-heading\">\r\n      <h2 id=\"ey-env-enabling-heading\">2. What \u201cenabling environments\u201d mean in low-resource settings<\/h2>\r\n      <p>\r\n        Many discussions about learning environments focus on expensive furniture, imported toys and\r\n        high-tech resources. But in Bangladesh, many early years classrooms are small, shared,\r\n        low-resource, crowded and multi-purpose.\r\n      <\/p>\r\n      <p>\r\n        An enabling environment in this context does not mean a perfect or expensive classroom. It\r\n        means an environment that helps children:\r\n      <\/p>\r\n      <ul>\r\n        <li>Understand what to do.<\/li>\r\n        <li>Feel emotionally safe.<\/li>\r\n        <li>Access learning materials independently.<\/li>\r\n        <li>Communicate with peers and adults.<\/li>\r\n        <li>Move, play, talk and explore.<\/li>\r\n      <\/ul>\r\n      <p>In low-resource settings, enabling environments are built through:<\/p>\r\n      <ul>\r\n        <li>Intentional use of space.<\/li>\r\n        <li>Thoughtful placement of simple materials.<\/li>\r\n        <li>Predictable organisation.<\/li>\r\n        <li>Visual and language cues.<\/li>\r\n        <li>Consistency, not decoration.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        It is not about adding more things. It is about making existing things work better.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 3. Physical space organisation -->\r\n    <section aria-labelledby=\"ey-env-layout-heading\">\r\n      <h2 id=\"ey-env-layout-heading\">3. Physical space organisation: how layout shapes behaviour<\/h2>\r\n      <p>\r\n        The way furniture, mats, corners and materials are arranged directly affects children\u2019s\r\n        behaviour and learning. In Bangladeshi early years classrooms, space is often limited, but\r\n        even small changes in layout can make big differences.\r\n      <\/p>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>a. Defined spaces<\/h3>\r\n        <p>\r\n          Children behave differently when areas are clearly defined. For example: a story corner, a\r\n          play area, a talk mat, a quiet corner or a creative area.\r\n        <\/p>\r\n        <p>These do not need walls or expensive dividers. They can be created using:<\/p>\r\n        <ul>\r\n          <li>Floor mats.<\/li>\r\n          <li>Low shelves or benches.<\/li>\r\n          <li>Chalk marks on the floor.<\/li>\r\n          <li>Fabric screens.<\/li>\r\n          <li>Furniture positioning.<\/li>\r\n        <\/ul>\r\n        <p>Defined spaces help children:<\/p>\r\n        <ul>\r\n          <li>Focus better.<\/li>\r\n          <li>Understand expectations.<\/li>\r\n          <li>Use more context-specific language.<\/li>\r\n          <li>Move more calmly between activities.<\/li>\r\n        <\/ul>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>b. Circular and semi-circle seating<\/h3>\r\n        <p>\r\n          When children sit in straight lines, communication flows mostly towards the teacher. When\r\n          children sit in circles or semi-circles, they see each other, listen more and talk more\r\n          naturally.\r\n        <\/p>\r\n        <p>This supports:<\/p>\r\n        <ul>\r\n          <li>Language development.<\/li>\r\n          <li>Social interaction.<\/li>\r\n          <li>Turn-taking.<\/li>\r\n          <li>Joint attention.<\/li>\r\n        <\/ul>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>c. Movement and flow<\/h3>\r\n        <p>\r\n          Children need to move \u2013 physically and cognitively. Cluttered or poorly arranged spaces can\r\n          cause unnecessary conflict, distraction, noise and frustration.\r\n        <\/p>\r\n        <p>\r\n          Clear pathways, even in small classrooms, reduce disruption and increase focused engagement.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 4. Language-rich walls -->\r\n    <section aria-labelledby=\"ey-env-walls-heading\">\r\n      <h2 id=\"ey-env-walls-heading\">4. Language-rich walls: when the environment speaks too<\/h2>\r\n      <p>\r\n        Classroom walls are not just decoration. They are part of the teaching process. In effective\r\n        early years classrooms, walls support language development, reflect children\u2019s thinking,\r\n        reinforce routines and act as visual memory supports.\r\n      <\/p>\r\n      <p>A language-rich wall in a Bangladeshi classroom might include:<\/p>\r\n      <ul>\r\n        <li>Bangla words connected to daily life.<\/li>\r\n        <li>Pictures with simple labels.<\/li>\r\n        <li>Emotion vocabulary charts.<\/li>\r\n        <li>Children\u2019s drawings and dictated sentences.<\/li>\r\n        <li>Routine posters (e.g. arrival, handwashing, story time).<\/li>\r\n      <\/ul>\r\n      <p>Important principles:<\/p>\r\n      <ul>\r\n        <li>Display at child\u2019s eye level, not only at adult height.<\/li>\r\n        <li>Keep displays uncluttered and purposeful.<\/li>\r\n        <li>Prioritise children\u2019s work and words over commercial posters.<\/li>\r\n        <li>Update regularly as children\u2019s learning develops.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        When children see their own words and drawings on the wall, they understand: \u201cMy ideas belong\r\n        here. My voice matters. This classroom tells our story.\u201d\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 5. Toy vs material culture -->\r\n    <section aria-labelledby=\"ey-env-material-heading\">\r\n      <h2 id=\"ey-env-material-heading\">5. Toy culture vs material culture: what works, what does not<\/h2>\r\n      <p>\r\n        Many schools believe that good early years provision requires a large number of toys. But\r\n        research and practice show that more toys does not always mean better learning. An overload of\r\n        commercial toys can reduce deep engagement, create competition and conflict, limit imagination\r\n        and distract from language and thinking.\r\n      <\/p>\r\n      <p>\r\n        In contrast, using simple, open-ended, real-life materials often produces richer learning.\r\n        Examples of powerful low-cost materials in Bangladeshi classrooms include:\r\n      <\/p>\r\n      <ul>\r\n        <li>Clay and mud.<\/li>\r\n        <li>Stones and shells.<\/li>\r\n        <li>Fabric pieces.<\/li>\r\n        <li>Wooden blocks.<\/li>\r\n        <li>Kitchen utensils.<\/li>\r\n        <li>Recycled containers.<\/li>\r\n        <li>Leaves and seeds.<\/li>\r\n      <\/ul>\r\n      <p>These materials support:<\/p>\r\n      <ul>\r\n        <li>Imaginative play.<\/li>\r\n        <li>Language development.<\/li>\r\n        <li>Problem-solving.<\/li>\r\n        <li>Fine motor skills.<\/li>\r\n        <li>Collaboration.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        Unlike fixed-function toys, they invite children to think and create, not just consume. The\r\n        question is not \u201cHow many toys do we have?\u201d but \u201cHow many ways can children use what they\r\n        have?\u201d\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 6. Creating spaces for talk (anchor) -->\r\n    <section aria-labelledby=\"ey-env-talk-heading\">\r\n      <h2 id=\"ey-env-talk-heading\">6. Creating spaces for talk (practice anchor)<\/h2>\r\n      <p>\r\n        Classroom design is also communicative. It tells children whether their voices are welcome.\r\n        Your resource\r\n        <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/creating-spaces-for-talk\/\">\r\n          Creating Spaces for Talk\r\n        <\/a>\r\n        sits at the heart of this page and explains this in practical detail.\r\n      <\/p>\r\n      <p>Key ideas integrated into this framework include:<\/p>\r\n      <ul>\r\n        <li>The environment tells children whether their voices are welcome.<\/li>\r\n        <li>Spaces should invite, not suppress conversation.<\/li>\r\n        <li>Talk is easier when children feel safe and comfortable.<\/li>\r\n        <li>Visual and physical cues act as invitations to speak.<\/li>\r\n      <\/ul>\r\n      <p>Simple strategies from that work include:<\/p>\r\n      <ul>\r\n        <li>Creating talk corners using a mat and a simple physical boundary.<\/li>\r\n        <li>Using puppets or objects as conversation starters.<\/li>\r\n        <li>Displaying children\u2019s words on walls.<\/li>\r\n        <li>Providing quiet nooks for shy children.<\/li>\r\n        <li>Using soft furnishings to reduce noise.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        This shows that classroom design is not only physical \u2013 it is also communicative.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 7. Low-cost design strategies -->\r\n    <section aria-labelledby=\"ey-env-lowcost-heading\">\r\n      <h2 id=\"ey-env-lowcost-heading\">7. Low-cost design strategies for Bangladeshi classrooms<\/h2>\r\n      <p>\r\n        Here are practical, realistic adaptations for early years classrooms in Bangladesh.\r\n      <\/p>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>a. Talk corners<\/h3>\r\n        <p>\r\n          A small mat, fabric divider and a box of talking objects can create a dedicated talk space.\r\n          Even outdoors, under a tree, a chalk circle on the ground can become a \u201cTalk Circle\u201d.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>b. Mobile learning zones<\/h3>\r\n        <p>\r\n          If space is shared or temporary, zones can be mobile. For example:\r\n        <\/p>\r\n        <ul>\r\n          <li>A box that becomes a writing corner.<\/li>\r\n          <li>A rolled mat that becomes a talk area.<\/li>\r\n          <li>A portable story bag used in different parts of the room or outdoors.<\/li>\r\n        <\/ul>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>c. Visual routines<\/h3>\r\n        <p>\r\n          Posters showing daily routines help children feel secure and independent. For example:\r\n        <\/p>\r\n        <ul>\r\n          <li>Arrival.<\/li>\r\n          <li>Free play.<\/li>\r\n          <li>Group time.<\/li>\r\n          <li>Story time.<\/li>\r\n          <li>Home time.<\/li>\r\n        <\/ul>\r\n        <p>\r\n          These reduce uncertainty and behavioural problems by making expectations visible.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>d. Softening the sound environment<\/h3>\r\n        <p>\r\n          In crowded classrooms, noise can overwhelm communication. Soft surfaces such as cloth, rugs,\r\n          cushions and curtains can significantly reduce echo and support conversation.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 8\u20139 Active ingredients & pitfalls -->\r\n    <section aria-labelledby=\"ey-env-active-pitfalls-heading\">\r\n      <h2 id=\"ey-env-active-pitfalls-heading\">8. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-env-active-heading\">\r\n          <h3 id=\"ey-env-active-heading\">8.1 Non-negotiable active ingredients<\/h3>\r\n          <p>Effective early years environments in Bangladesh need:<\/p>\r\n          <ul>\r\n            <li>Clearly defined spaces, even if only with mats or visual cues.<\/li>\r\n            <li>Child-level visual displays.<\/li>\r\n            <li>Materials children can touch and manipulate.<\/li>\r\n            <li>At least one designated talk area.<\/li>\r\n            <li>Predictable, consistent layout.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            These are more important than expensive decor or imported equipment.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-env-pitfalls-heading\">\r\n          <h3 id=\"ey-env-pitfalls-heading\">8.2 Common pitfalls and how to avoid them<\/h3>\r\n          <p>Common mistakes in early years environment design include:<\/p>\r\n          <ul>\r\n            <li>Overcrowding rooms with too many items.<\/li>\r\n            <li>Creating beautiful displays that children cannot reach or understand.<\/li>\r\n            <li>Arranging furniture for adult convenience rather than child interaction.<\/li>\r\n            <li>Treating environment as decoration instead of a teaching tool.<\/li>\r\n          <\/ul>\r\n          <p>To avoid these, schools can:<\/p>\r\n          <ul>\r\n            <li>Remove unnecessary materials regularly.<\/li>\r\n            <li>Involve children in arranging and maintaining the space.<\/li>\r\n            <li>Ask, \u201cWhat does this part of the room teach?\u201d<\/li>\r\n            <li>Connect layout decisions to specific learning goals.<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 10. Reflection -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-env-reflect-heading\">\r\n      <h2 id=\"ey-env-reflect-heading\">9. Reflection and implementation questions<\/h2>\r\n      <p>Use these prompts in staff meetings, coaching or self-reflection.<\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>What messages does my room send to children about their voices?<\/li>\r\n        <li>Where do children feel safe to talk freely?<\/li>\r\n        <li>Are children able to access materials independently?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>How do our early years environments reflect our educational values?<\/li>\r\n        <li>Are our classrooms designed for control or for learning?<\/li>\r\n        <li>What low-cost changes could we support across the school?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>How consistent are our early years environments across classes?<\/li>\r\n        <li>How could we incorporate community materials and local identity?<\/li>\r\n        <li>How can we align environment design with our language, maths and self-regulation work?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- 11. Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-env-related-heading\">\r\n      <h2 id=\"ey-env-related-heading\">10. Related EBTD early years resources<\/h2>\r\n      <p>\r\n        This environments page connects directly to other EBTD resources that support talk, culture\r\n        and pedagogy in Bangladeshi early years settings:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/creating-spaces-for-talk\/\">\r\n            Creating Spaces for Talk \u2013 Early Years\r\n          <\/a>\r\n          \u2013 practical guidance on designing talk-friendly environments.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">\r\n            Classroom Talk \u2013 Early Years\r\n          <\/a>\r\n          \u2013 routines and strategies for building talk-rich classrooms.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          \u2013 wider guidance on early years pedagogy and routines.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">\r\n            EBTD Early Years Framework \u2013 Landing Page\r\n          <\/a>\r\n          \u2013 overview of all ten strands of the framework.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-env-cta-heading\">\r\n      <h2 id=\"ey-env-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips,\r\n        free classroom tools, and updates on our training in Bangladesh\u2014no spam, just what\r\n        helps. Sign up to the newsletter and please share this page with colleagues or on your\r\n        social channels so more teachers can benefit. Together we can improve outcomes and\r\n        change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Learning environments and classroom design \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/environments-classroom-design\/\",\r\n  \"description\": \"Learning environments and classroom design strand of the EBTD Early Years Framework in Bangladesh (BD), focusing on low-cost, high-impact classroom organisation, language-rich walls, local materials and talk-friendly spaces in early years settings.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"early years classroom environment Bangladesh\",\r\n    \"enabling environments early years Bangladesh\",\r\n    \"low cost classroom design Bangladesh\",\r\n    \"creating spaces for talk Bangladesh\",\r\n    \"early years teacher training Bangladesh\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Environments Learning environments and classroom design Low-cost, high-impact classroom environments for Bangladeshi early years settings \u2013 using space, materials and display to support voice, belonging and...","protected":false},"author":1,"featured_media":7113,"parent":8295,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8324","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8324","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8324"}],"version-history":[{"count":3,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8324\/revisions"}],"predecessor-version":[{"id":8327,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8324\/revisions\/8327"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8295"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7113"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8324"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}