Learning environments and classroom design
Low-cost, high-impact classroom environments for Bangladeshi early years settings – using space, materials and display to support voice, belonging and learning.
1. Evidence foundations: the environment as an active teacher
In early childhood education, the classroom is not just a background. It actively shapes what children think, feel, say and do. Educational research often refers to the environment as the “third teacher” – alongside adults and peers.
This means that:
- Space influences behaviour.
- Layout influences interaction.
- Visuals influence attention and memory.
- Comfort influences emotional safety.
- Organisation influences independence.
Children learn not only from lessons, but from what their environment tells them about whose voices matter, where they may explore, what they may touch, how they should behave and whether the space feels safe or threatening.
In early years, where children are still developing self-regulation, language and confidence, environment plays a particularly powerful role. A well-designed environment does not replace good teaching. It amplifies it.
2. What “enabling environments” mean in low-resource settings
Many discussions about learning environments focus on expensive furniture, imported toys and high-tech resources. But in Bangladesh, many early years classrooms are small, shared, low-resource, crowded and multi-purpose.
An enabling environment in this context does not mean a perfect or expensive classroom. It means an environment that helps children:
- Understand what to do.
- Feel emotionally safe.
- Access learning materials independently.
- Communicate with peers and adults.
- Move, play, talk and explore.
In low-resource settings, enabling environments are built through:
- Intentional use of space.
- Thoughtful placement of simple materials.
- Predictable organisation.
- Visual and language cues.
- Consistency, not decoration.
It is not about adding more things. It is about making existing things work better.
3. Physical space organisation: how layout shapes behaviour
The way furniture, mats, corners and materials are arranged directly affects children’s behaviour and learning. In Bangladeshi early years classrooms, space is often limited, but even small changes in layout can make big differences.
a. Defined spaces
Children behave differently when areas are clearly defined. For example: a story corner, a play area, a talk mat, a quiet corner or a creative area.
These do not need walls or expensive dividers. They can be created using:
- Floor mats.
- Low shelves or benches.
- Chalk marks on the floor.
- Fabric screens.
- Furniture positioning.
Defined spaces help children:
- Focus better.
- Understand expectations.
- Use more context-specific language.
- Move more calmly between activities.
b. Circular and semi-circle seating
When children sit in straight lines, communication flows mostly towards the teacher. When children sit in circles or semi-circles, they see each other, listen more and talk more naturally.
This supports:
- Language development.
- Social interaction.
- Turn-taking.
- Joint attention.
c. Movement and flow
Children need to move – physically and cognitively. Cluttered or poorly arranged spaces can cause unnecessary conflict, distraction, noise and frustration.
Clear pathways, even in small classrooms, reduce disruption and increase focused engagement.
4. Language-rich walls: when the environment speaks too
Classroom walls are not just decoration. They are part of the teaching process. In effective early years classrooms, walls support language development, reflect children’s thinking, reinforce routines and act as visual memory supports.
A language-rich wall in a Bangladeshi classroom might include:
- Bangla words connected to daily life.
- Pictures with simple labels.
- Emotion vocabulary charts.
- Children’s drawings and dictated sentences.
- Routine posters (e.g. arrival, handwashing, story time).
Important principles:
- Display at child’s eye level, not only at adult height.
- Keep displays uncluttered and purposeful.
- Prioritise children’s work and words over commercial posters.
- Update regularly as children’s learning develops.
When children see their own words and drawings on the wall, they understand: “My ideas belong here. My voice matters. This classroom tells our story.”
5. Toy culture vs material culture: what works, what does not
Many schools believe that good early years provision requires a large number of toys. But research and practice show that more toys does not always mean better learning. An overload of commercial toys can reduce deep engagement, create competition and conflict, limit imagination and distract from language and thinking.
In contrast, using simple, open-ended, real-life materials often produces richer learning. Examples of powerful low-cost materials in Bangladeshi classrooms include:
- Clay and mud.
- Stones and shells.
- Fabric pieces.
- Wooden blocks.
- Kitchen utensils.
- Recycled containers.
- Leaves and seeds.
These materials support:
- Imaginative play.
- Language development.
- Problem-solving.
- Fine motor skills.
- Collaboration.
Unlike fixed-function toys, they invite children to think and create, not just consume. The question is not “How many toys do we have?” but “How many ways can children use what they have?”
6. Creating spaces for talk (practice anchor)
Classroom design is also communicative. It tells children whether their voices are welcome. Your resource Creating Spaces for Talk sits at the heart of this page and explains this in practical detail.
Key ideas integrated into this framework include:
- The environment tells children whether their voices are welcome.
- Spaces should invite, not suppress conversation.
- Talk is easier when children feel safe and comfortable.
- Visual and physical cues act as invitations to speak.
Simple strategies from that work include:
- Creating talk corners using a mat and a simple physical boundary.
- Using puppets or objects as conversation starters.
- Displaying children’s words on walls.
- Providing quiet nooks for shy children.
- Using soft furnishings to reduce noise.
This shows that classroom design is not only physical – it is also communicative.
7. Low-cost design strategies for Bangladeshi classrooms
Here are practical, realistic adaptations for early years classrooms in Bangladesh.
a. Talk corners
A small mat, fabric divider and a box of talking objects can create a dedicated talk space. Even outdoors, under a tree, a chalk circle on the ground can become a “Talk Circle”.
b. Mobile learning zones
If space is shared or temporary, zones can be mobile. For example:
- A box that becomes a writing corner.
- A rolled mat that becomes a talk area.
- A portable story bag used in different parts of the room or outdoors.
c. Visual routines
Posters showing daily routines help children feel secure and independent. For example:
- Arrival.
- Free play.
- Group time.
- Story time.
- Home time.
These reduce uncertainty and behavioural problems by making expectations visible.
d. Softening the sound environment
In crowded classrooms, noise can overwhelm communication. Soft surfaces such as cloth, rugs, cushions and curtains can significantly reduce echo and support conversation.
8. Active ingredients and common pitfalls
8.1 Non-negotiable active ingredients
Effective early years environments in Bangladesh need:
- Clearly defined spaces, even if only with mats or visual cues.
- Child-level visual displays.
- Materials children can touch and manipulate.
- At least one designated talk area.
- Predictable, consistent layout.
These are more important than expensive decor or imported equipment.
8.2 Common pitfalls and how to avoid them
Common mistakes in early years environment design include:
- Overcrowding rooms with too many items.
- Creating beautiful displays that children cannot reach or understand.
- Arranging furniture for adult convenience rather than child interaction.
- Treating environment as decoration instead of a teaching tool.
To avoid these, schools can:
- Remove unnecessary materials regularly.
- Involve children in arranging and maintaining the space.
- Ask, “What does this part of the room teach?”
- Connect layout decisions to specific learning goals.
9. Reflection and implementation questions
Use these prompts in staff meetings, coaching or self-reflection.
For teachers
- What messages does my room send to children about their voices?
- Where do children feel safe to talk freely?
- Are children able to access materials independently?
For leaders
- How do our early years environments reflect our educational values?
- Are our classrooms designed for control or for learning?
- What low-cost changes could we support across the school?
For school teams
- How consistent are our early years environments across classes?
- How could we incorporate community materials and local identity?
- How can we align environment design with our language, maths and self-regulation work?
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