Designed to Learn

This program examines how peer-reviewed classroom-design research - most notably the University of Salford HEAD study - links physical environment factors (daylight, air quality, acoustics, flexibility, and spatial layout) to measurable learning outcomes, and translates those findings into evidence-based specification guidance that protects the health, safety, and welfare of young children.

Upon completion of this course, the Learner should be able to:

• Explain how peer-reviewed classroom-design research links daylight, indoor air quality, and thermal comfort to children's health and cognitive performance, and apply certification standards (e.g., GREENGUARD Gold, CARB II) to specify low-emitting, daylight-preserving furnishings.
• Apply research-based occupancy and zoning principles - children per defined activity area, sightline supervision, and circulation - to reduce off-task behavior and injury risk in early-learning classrooms.
• Evaluate acoustic and visual-stimulation research to specify layouts and finishes - reverberation control, wall-display limits, closed storage - that protect children's attention, working memory, and welfare.
• Design individualized, flexible, and inclusive physical environments - personal storage, reconfigurable zones, and sensory/calm-down spaces - that support equitable access and welfare for children of varying needs and self-regulation abilities.

Approximately 1 hour. Delivered via webinar or face-to-face presentation. Available sessions shown below.

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This course is registered with: 2 Industry Association(s)