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TOPIC 1 CREATING QUALITY EARLY LEARNING ENVIRONMENT 
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generate ideas that will foster their creative thinking abilities. They learn how to make new connections, break up ideas and enhance knowledge.
(j) Makes children feel cared for – Young children should be allowed to develop freely in secure, safe and challenging spaces as they have a unique and direct experiential way of knowing the natural world. They can direct their own learning through on-going interaction with the environment around them as long as they feel safe and secure. Quality environment is a place for such feeling and the place has to be presented in ways that interests young children so as to give them a sense of ownership and belonging.
(a) Spacious, airy , and aesthetically pleasing;
(b) Resources are plentiful, attractive, and age-appropriate; and
(c) Some exciting areas are available, e.g., reading corner or a cellar.
Walsh and Gardner (2005) also found that through this environment, young children are:
(a) Eager to participate in the activities;
(c) Cheerful and enthusiastic.
1.1.2 The Impact of Environment on Early
Development
Research on early childhood
Walsh and Gardner (2005) noted that the quality early years learning environment that can affect children positively should comprise the following
aspects:
(b) Energetic, enthusiastic, and display a degree of curiosity and interest in the
activities; and
brain development has found that human
development is powerfully affected by contextual surroundings and the knowledge that they gain through their daily interaction and experiences. The early environment or surrounding where children grow will help determine the direction of their brain development. ChildrenÊs development may be delayed if they have limited opportunities for appropriate experiences. This may permanently affect their ability to learn. Young children who have the opportunity to grow in a well-organised and appropriate environment are
challenged to learn and are able to think in new ways.
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