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TOPIC 2 DIMENSIONS OF YOUNG CHILDREN’S SETTING 
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understanding of comfort may be subjective, but it has something to do with softness and responsiveness. Sometimes, the mere presence of an adult is all that is needed to help children feel comfortable and secure. Nothing is more comforting to a child than the warmth of a loved one. Helping children feel comfortable and calm is very important in an early childhood setting. Children will also feel comfortable when they can use their body to move around and interact with people. They use their large and small motor muscles in many ways to move around freely in a comfortable environment.
Besides this, good lighting is also important to make children feel comfortable in an early childhood setting. Adequate lighting is important when children need to see small things, such as blocks, puzzle pieces, print and pictures, and items for observation. The most desirable light is natural light coming through windows and glass doors. Apart from lighting, all rooms should have appropriate air ventilation and heating for a comfortable environment.
(b) Softness
Softness in the environment helps children to feel relaxed and comfortable. Soft materials add different kinds of comfort to children. Learning and play areas with soft furnishings allow children to enjoy playing and learning. These soft materials should provide different responses and experiences to children. Materials which are responsive to childrenÊs touch provide a variety of sensory experiences and help them to feel comfortable. When they are given the opportunity to experience softness, they feel secure and free to explore their environment. Children also will feel recharged by this softness of the environment. However, to experience softness and comfort children require mastering their sensory experiences. The exact definition of comfort according to Prescott (1984) refers to things which are responsive and sensual to the child such as:
(i) Malleable materials such as clay and play dough;
(ii) Sand;
(iii) Laps such as when the teacher holds the children;
(iv) Single-sling swings;
(v) Grass that can be stepped on;
(vi) Water activity;
(vii) Messy materials such as finger paint, clay and mud;
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