Design Considerations for Early Education Classrooms (continued)

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Color

Like texture, color in the classroom can be used to create a differentiated space. Color can also be used to emphasize physical features of a room, to create an illusion of more or less space, and to make a room more attractive. Color affects the luminosity in the room by reflecting or absorbing light. There is also evidence that color evokes moods. However, it appears that this is culturally based rather than biologically based (Ceppi & Zini, 1998) and that it is not only the color but also the value and saturation that influence emotions (Manav, 2007). Perhaps this is why, after examining 200 studies of school environments, Higgens, Hall, Wall, Woolner, & McCaughey (2005), came to the conclusion that there “is conflicting evidence, but forceful opinions on the effects of colour” (p. 22) with studies producing inconsistent results.

In determining the best color to paint an environment, you should consider whether you want the space to look larger or smaller. Dark colors will make a space look smaller. If ceilings are high, you might want to paint them darker to make them appear lower. If the room is long and narrow, you can make the distant wall appear nearer by painting it a darker color.

Many design artists and early childhood specialists recommend using visually demanding bright colors only for accents (Bredekamp & Copple, 1997; Olds, 2001; Torelli & Durrett, 2000). Bright colors on shelves and furniture can cause overstimulation especially when we consider all the color that will be added to the environment by the toys, materials, items on the walls, and even the children’s clothing. Instead, experts recommend that neutral colors be used, with learning centers being painted different but harmonious colors to differentiate the space (Olds, 2001). The neutral background allows the emphasis to be placed upon the toys, materials, and inhabitants of the space. In Children, Spaces, and Relations, Ceppi & Zini (1998) emphasize that the walls should be a basic background allowing those using the space to exercise their own creativity in applying a “second skin” (p. 63). Varieties and ranges of colors in materials can then add needed complexity, variety, and richness to the environment. This gives children the opportunity to learn about, compare, contrast, and experiment with color. This philosophy is in opposition to the often-found practice of using bright primary color schemes or pastel nursery themes that are based upon a simplified viewpoint of children (Ceppi & Zini, 1998). However, all considerations of color should be thought about in relationship to contemporary and cultural beliefs, since the early childhood setting needs to reflect the society it resides within rather than be an isolated entity.

Lighting

Lighting affects the aesthetics of the room as well as the visual acuity and mental health of the occupants. “Creating good lighting is not just a matter of having ‘enough’ lighting . . . . Good lighting is ultimately a matter of achieving a desired look and feel. Light can shape our moods. It can soothe the mind and invigorate the body. Light, in all its manifestations, has the power to not only illustrate what we see, but influence how we see it, even to make it beautiful” (Karre, 2003, p. 5).