[In]between - Using environmental psychology for the early intervention of learning difficulties at Sunshine Nursery School, Hammanskraal

Abstract

Early childhood development (ECD) centres in townships often face environmental challenges concerning the implementation of the rights of children with learning difficulties to receive an education at a school within their local community. These environments have an influence on the behaviour(s) of children that will later influence their role in society. It is essential that all children, regardless of their dis/ability are included in this foundational plan, which will offer them the opportunity to integrate into society with the same opportunities as their peers. Within the field of environmental psychology, environmental challenges hindering the development of children with learning difficulties include the spatial legibility of an environment as well as the efforts of spatial and object design to reduce the effects of environmental stress on the user. The study examines the extent to which children aged five and six, with learning difficulties are able to interact with the physical environment of a mainstream ECD, specifically Sunshine Nursery School, Hammanskraal. The study further examines the implication that the design of the classroom environment might have on the individual developmental needs. The four crucial areas of child development: perceptual-motor, intellectual, social and emotional, are considered in examining the meaning of space and the classroom. A theoretical enquiry is undertaken to propose an effective learning environment for all children, in which their social and physical needs are met, regardless of their learning ability.