Perceptive educators have always noted the impact of children’s surroundings on their development. Friedrich Froebel (early 1800s) compared designing an environment for children to planning an organic and ever-changing garden, which can inspire and guide children’s imagination and behaviour. A century later Margaret McMillan, pioneer of the British nursery school, said, ‘We are trying to create an environment where education will be almost inevitable.’ The Reggio approach recognises the environment as a ‘third teacher’ (parents and carers being the first two).

Julia Manning-Morton writes that ‘the physical environment in a setting impacts directly on the quality of practice, making environment a critically important component of an under-threes curriculum and one that practitioners need to plan for and review regularly…’

This booklet focuses on planning child-centred indoor areas, but outdoor space is indispensable. Most of the principles apply outside as well, and often equipment can be moved outdoors.

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