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TOPIC 6 QUALITY PHYSICAL LAYOUT 
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attitudes toward school and learning are formed. The learning place sets the stage and creates the context for everything that occurs in any setting. This can be anywhere in a classroom, a play yard, a multipurpose room or even the pantry. For all these things to happen well, programme planners must carefully design the physical environment.
The most important consideration in designing the building for the early care and education field is to ensure that there is a healthy, safe, and nurturing atmosphere for the children. Research has demonstrated that the developmental, educational, and even the economic benefits of prekindergarten programmes are linked to well-built buildings that contribute to programme quality. Very often, however, the physical environment is one ingredient that policymakers and early childhood educators generally overlook despite the many important factors that contribute to programme quality. Many findings have indicated that a well- designed physical space decreases tantrums in the classroom, increases child- teacher interactions, promotes productive child-initiated play, supports curriculum goals, and raises staff morale.
6.2 SITE SIZE
There are several considerations to be made before the size of the site can be finalised. It has to have ample outdoor space for parking, playing and learning. The size of the site depends on several factors such as safety, convenience and whether it is encouraging for parental involvement. Figure 6.1 illustrates some of these factors in determining the size of a car park for an early childhood facility.
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