Young children are easily distracted and require separate spaces for both high-energy activities and ones that require more concentration. Corners, bookshelves or even rolling walls help reduce noise contamination and separate activity areas. In a linear classroom, arranging stations by noise level ensures an appropriate noise environment for each area. For example, quieter activities like puzzles and patterns would form the first station, followed by building blocks, then play house or play kitchen. In a larger space, more active, noisy activities are on one side of the room with quieter, fine motor skills on the other side and central meeting space in between.
Clearly labeled activity stations and supplies encourage word association between objects and words, even for children who cannot yet read. For example, a, "Painting Station" sign on the divider or bookshelf on the perimeter of the painting area allows children to distinguish between activities they want to do. Large, capital-lettered signs must indicate supplies, like brushes, water bowls and paper. Draw pictures under the words, if necessary, as these help children make sense of their environment and improve their vocabulary.
A central space in a classroom creates a sense of cohesion and direction for learning. For younger children, this means a meeting circle or common sharing space where class can join in a large group. For older children, a central space can mean the teacher's desk, lab-space or wherever the teacher wants to direct students' attention. The flow of the room must be natural and obvious, so no child walks in thinking, "where should I be?" or "where should I be looking for direction?"
An effective classroom must encourage age-appropriate independence to build self-help skills and self-esteem. For example, in a preschool classroom, the blocks at the building block station must be stored inside easily accessible containers at the child's level. Pictures or signs should instruct the proper procedure for participation in activities. For example, putting on one's smock at the painting station, followed by rolling up one's sleeves, then asking the teacher for assistance in setting up the paints lets children use and replace the supplies independently with minimal teacher assistance.