What do texture, shape, size, color and furniture have in common in a classroom?

In his book ‘Brain Rules’ (2014), John Medina talks about 12 rules that support the needs of the brain. There are three rules that stand out for me: that we learn best through sensory experiences; we don’t learn if we are bored, and we are born natural explorers. As teachers, this knowledge should influence our planning, the materials, furniture, and resources that are included in the design of the classroom. If we want to support brain development, the positioning of furniture and the materials we include in curated spaces is critical.

Why does it matter?

In any given week, children could spend up to 40 hours or more in an early childhood centre. This could be due to:

• working parents
• illness in the family
• travel
• parent commitments
• respite

If children were at home and not in a centre for those 40+ hours, they would have the free use of at least 6 rooms in the house. All rooms are purpose built, include particular furnishings and furniture and require different skills to utilise the space. The bedroom is designed to sleep in, the bathroom to wash in, the kitchen to prepare food in, the living room to relax in. The outdoors is another area that is used for the purpose of running, jumping, playing.

If we have all of these dedicated spaces at home, doesn’t it make sense that the one big room in an early childhood center should be divided into smaller, defined areas that are purposefully curated to develop and refine skills?

Let’s think about the length of time children and teachers spend in an early childhood center, the ‘Brain Rules’ considerations, the level of development, and the skills that need to be practiced over and over to deepen neural pathways in the brain. Doesn’t it follow that opportunities for learning experiences and skill development in different spaces should be rich and plentiful?

Classroom Inclusions for calm environments

Textures

The sense of touch is a powerful way of learning. Have you ever wandered through a department store and touched the clothes hanging on the racks as you move through the aisles. We learn through touch. Having a range of sensory experiences that includes touch is important for children. Some children crave additional sensory experiences. They are the sensory seekers. Other children prefer minimal sensory exposure. They are sensory avoiders. In a classroom we need to have multiple small defined spaces that appeal to the seeker and avoider and the children in between.

Putting textured tablecloths or placemats on tables, having some textured cushions to sit on, including a basket of different textured fabrics, providing a range of nature elements like pine cones, rocks, and leaves give children opportunities to explore and create in their own time and at their developmental level. There should be multiple areas for children to explore that relate to their interests and support sensory learning. As John Medina (2014) says, we learn best through sensory experiences.

Shapes

The shape of the furniture and materials used when creating the learning environment influences the perception of safety in the brain. Including round items such as bowls, wall clocks, placemats, tables, floor rugs, furniture with rounded edges, curves and see through shelving softens the look of the environment.

The brain cannot relax and enjoy the sensory opportunities and skill based learning experiences if it feels threatened or on high alert. This can be the case if there is a lack of rounded corners. Rounded edges and corners calms the brain and soothes the split-second reaction of feeling threatened by the right angled, ‘sharp’ corners on furniture. For an instant, these corners are perceived as dangerous to a child’s brain until it rationalises the physical context and recognizes safety.

This doesn’t mean that every edge in the classroom has to be curved or round. What it does mean is that we need to have a variety of shaped materials in the classroom. We need to soften the look of the environment and add to the brain’s sense of safety and feeling of security, to allow thinking to occur easily.

Sizes

John Medina reminds us that the brain ‘doesn’t do boring’. This means that we need a variety of items of different sizes, heights and depths in our learning environment. Using different furniture shapes and materials helps children to capture their imagination, stimulate creativity and explore the learning environment. Sizes can be used as a teaching tool to reinforce the understandings of schema. For example, classifying items using different criteria that may include size, shape, color, and/or texture allows children to be exposed to a range of materials and explore the relationships between them. Having items ranging from tiny to oversized and everywhere in between helps children to experience perspective and ‘measure’ themselves against materials that are smaller or larger. It helps children to recognise spatial awareness and form understandings related to their place in the world and size of objects…we are born natural explorers (Medina, 2014).

Colors

Wild, bright colors that dominate the classroom can be taxing for the brain to accommodate and calm the thinking processes. Add in some brightly colored furniture and we have an environment that is completely over stimulating for most children and adults. It was once thought that bright colors inspired learning, focus and improved mood. It is now known that bright colors add to the sensory overload and visual stimulation that many children and teachers find difficult to cope with. An overly colorful room adds to chaos in the brain.

Natural colors reflect nature and the outdoors. This has a calming effect on the brain. Using a neutral palette in the classroom allows teachers and children to add to the room design with their artwork or other eclectic and interesting artefacts. Our intention is to calm the brain so that thinking and learning occurs easily and naturally. We don’t do boring (Medina, 2014) but that doesn’t mean that we over do the inclusion of color to inspire learning. Color should not overshadow the carefully curated spaces that incorporate sensory experience and interesting open-ended learning opportunities.

Furniture

If we are to continue with the intention of bringing textures, shapes, size and color into the learning space, then the selection of furniture must also be part of our design process. Using bright colored, plastic or metal tables and chairs provides an institutional look and feel and is often the first thing noticed when entering a classroom. This can create a sense of overwhelm and disconnection for children. Furniture should not be the focal part of the room.

The furniture should incorporate the features mentioned earlier and almost fade into the background. The star of the room should be the children engaging with the carefully planned and selected materials chosen by the teacher to invite children into learning spaces and develop their skills. A calm emotional response occurs when furniture is selected wisely.

If we choose neutral, durable, timber furniture, with softened edges and curves then we help calm the brain and support learning in the classroom. Imagine being able to choose timber tables that are practical and can be raised or lowered as needed to be used for multiple purposes. Consider the softness that is added to the room when shelving units with curved edges and different heights are used. This allows children to see over them and reinforces a sense of safety. Wood grain tables that look textured but have a smooth surface are ready to accept placemats, tablecloths, cane baskets and other textured material to encourage investigation. This supports the idea that we are all ‘born natural explorers’ (Medina, 2008) and enjoy the sensory experience of touching a range of different materials.

Summary

In a calm classroom environment learning occurs naturally and easily. When we consciously select elements that work together in a learning environment to calm the brain then we have created optimum opportunities for children and teachers. They are engaged in learning and teaching whilst taking care of their wellbeing by having a calm and less stressed brain. The Brain-SET Environments Formula incorporates this practice when designing a classroom with the aim of achieving the mantra of ‘a calm brain is a thinking brain’. If you would like to know more about designing your learning environment to support children’s brain development using the Brain-SET Environments Formula, then please reach out to Dr Kathryn Murray, Future Strong Education Consultancy.

Reference

Medina, J. (2014). Brain Rules: 12 principles for surviving and thriving at work, home and school. Seatle, USA: Pear Press