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PLAY-CENTERED LEARNING ENVIRONMENTS
ECD
Week 2: Play-Centered Learning Environments
ECD415: Foundations of Play and Learning
Play-Centered Learning Environments
Students learn better when they are given hands-on opportunities rather than lectured to
all day long. I believe in order to get your students learning they need to be interested and
engaged in the learning activities. I will discuss how the learning environment design plays a part
in creating a play-centered learning environment and how I would design my classroom for
optimal learning. I will then discuss how my play-centered classroom will support the different
developmental domains, how my classroom schedule and routine play a role, how I will be
mindful of cultural differences and provide an inclusive environment for my students.
Learning Environment Design
I would want my 2nd to 4th grade classroom to be very open and inviting, and for my
students to be excited to come in every day. I would want them to feel as though they were in a
safe and fun environment. I would provide flexible seating arrangements around my room or a
flexible classroom. Flexible classrooms lead to improved grades, students that are happier and
more engaged in their learning, and they participate more and have more lively conversations
(Minero, 2015).
My classroom would have different centers around the room so that they have not only a
variety of options for seating but learning as well; I have included a picture of how I would set
up my classroom (page 4). Each center would contain activities that provide the students with
opportunities to explore through playful activities, thus creating a play-centered learning
environment. The classroom centers would include a math manipulatives area, an arts and crafts
center, a writing center, a science center, a reading center, and a game center. I can either work
the centers into a lesson, giving my students options on how they learn the day’s material; such
as an audio/visual area, student/peer buddies table, writing center, game center. Or I can place
various materials from one center throughout the room for subject centers, such as literacy, math,
or writing centers and the students choose an area to work in with each containing different
activities for that subject.
An article by Herman Miller, Inc., discussed the “Learning Pyramid” - the different ways
students learn and retain the most information (Rethinking the Classroom, 2008). They stated
that students retain the following percentages of information for the corresponding teaching
method: lectures - 5%, reading - 10%, audio/visual - 20%, demonstration - 30%, discussion -
50%, practice by doing - 75%, and teaching others - 80%. Therefore, providing students with
different areas or centers to learn increases the probability that my students will retain the
information that I am teaching them.
Support of Developmental Domains
The learning environment that I will create will support the use of play physically,
cognitively, social-emotionally, and linguistically. My students will experience physical
development not only through play during recess but in the classroom as well. I will provide
activities in various centers that will improve their fine motor skills, as well as have them
participate in different activities to get them moving and engaged in the lessons. For example,
during a phonics lesson, I will ask the students to jump and raise their hands if the word has a
prefix and to crouch and put their arms down if the word has a suffix. This can be done with
math or even science. Cognitive development will occur across all learning centers in the
classroom. The writing center will contain materials for journals, playing “tell me how”, playing
the writing game, writing letters to other students, teachers, or family members, making “I can”
books, and playing a game with pictures(National Education Association & Colorín Colorado,
n.d.). (Continued on page 5)
The writing center could include a post office for “mailing” letters written to classmates and
teachers. This type of activity can lead to the “cross-fertilization” of other pretend areas such as a
bank and a library to aid in math and literacy skills (Vann Hoorn et al., 2015, section 4.3). The
game center will contain a combination of educational games and regular games that hold
educational values and age-appropriate puzzles to encourage math, literacy, social skills, and fine
motor skills.
The reading center will contain books on various reading levels for students to read
independently or read pair up with a buddy and read together. Social-emotional development
occurs when children take turns playing games and having a conversation, problem-solving and
working collaboratively with other students, and how to negotiate with others for what they
want. Children learn how to deal with emotions such as anxiety, frustration, conflict resolution,
and unfamiliar concepts during play, as it helps them find new ways to deal with their emotions
(Gordon Biddle et al., 2013, pg. 271). Language skills are developed through interactions with
others. Therefore, providing opportunities for students to collaborate on assignments further
develop language skills. Another way language skills are developed in the classroom is through
playing games in the game center, reading to one another in the reading center, or playing games
in the writing or math center.
Scheduling and Routine
Recess is an important part of the day so students can move, run and release pent-up
energy. Research has found that students come back from recess less fidgety, with improved
memory and increased focus, they learn negotiation skills, and learn turn-taking and conflict
resolution (Adams, n.d.). Students get to play whatever they choose outdoors, weather permitting
during recess. Routines and schedules are important because they provide a sense of security. My
students will know what is coming up next and what they will need to prepare. Routines and
schedules help maintain order and reduce problem behaviors.
Cultural Considerations
I will be mindful of various cultures in my classroom by starting the day by having the
students sing a greeting song that includes the different languages that may be spoken by
students in the classroom. I will provide a variety of books in the reading center that are equally
diverse across all cultures in the classroom as well as some that are not in the classroom. I plan
on having activities in multiple areas that are a reflection of different cultures, whether it is a
traditional game, a form of art, or an activity a student may have brought in to share with peers.
I also need to understand the cultures and cultural routines that may be used in my
students’ homes to understand them and how they play. Some behaviors that are culturally
inspired could at times be seen as problematic behaviors, however, the students are emulating
what they see at home. I need to be aware of how parents may view play as a form of learning
and explain to parents my philosophy and why I believe play is important as respectfully as
possible.
Inclusive Learning
By having a flexible classroom environment, I will provide an opportunity to observe
students and work with a student needing additional help without bringing attention to them. I
will make sure that I provide a variety of materials for students to use depending on their
preferences and ability levels. Providing flexible seating allows students that provide different
sensory inputs, such as bean bag chairs, wobble chairs, or standing learning areas. Another
important part of my classroom will be my student buddies. I believe students are more receptive
to their peers and when a student is weak in an area is paired with a peer that is strong in that
Edutopia.org. https://www.edutopia.org/practice/flexible-classrooms-providing-learning-
environment-kids-need
National Education Association & Colorín Colorado. (n.d.). Writing Activities for Your
Second Grader. Reading Rockets. https://www.readingrockets.org/reading-101-guide-
parents/second-grade/writing-activities-your-second-grader
Vann Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2015). Play at the Center of the
Curriculum (6th ed.). Pearson.
