ABSTRACT
Planning spaces for living, playing and learning, our experience confirms that children need a great deal of freedom to appreciate the infinite resources of their hands, eyes and ears, the resources of forms, materials, sounds and colours without anyone arbitrarily setting the timing, rhythms and measures for them. This chapter considers the importance of the physical environment; the design and appearance of the setting; creating a welcoming environment; planning the best use of space; and special areas for people under three. The physical environment exerts a major influence on how early years practitioners feel about the job and on the quality of experience they can offer the children. The entrance area is a public statement by the centre about its values and priorities. During the day the practitioner takes on a number of distinct but interrelated roles on which the functioning of the unit depends those of organiser, facilitator and initiator.
