ABSTRACT
In this chapter and the next, ways to develop enriching environments for learning and teaching will be considered. Enriching environments are characterized by ‘flexibility, accessibility and responsiveness to children’ and require that teachers make decisions about the physical environment (including the use of time), as well as the social and affective environment (Queensland School Curriculum Council, 1998: 26). Although the physical and affective aspects are closely intertwined in this chapter we will focus on the physical environment by:
• considering the organization of the physical aspects of the setting; • becoming aware of the ‘messages’ and effects of different forms of
organization; • recognizing the links between beliefs about learning and teaching and
organizational decisions; • reflecting on the importance of preparation.
