International Journal of Progressive Education, Volume 17 Number 3, 2021

© 2021 INASED

Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service

Preschool Teachers

İpek Özbay Karlıdağ i

Yozgat Bozok University

Abstract

The aim of the research is to determine pre-service preschool teachers' views on creating learning
environments in preschool classrooms. Qualitative research methods were used in the research. The
study group was composed of 35 pre-service preschool teachers. In this study, a semi-structured
interview form was chosen as data collection tool. The data of the research was evaluated using
content analysis. As a result of the research, pre-service preschool teachers stated that some physical
and educational features should be taken into account while creating the learning environment. Pre-
service preschool teachers also state that learning centers are the most important elements in the
preschool learning environment. Pre-service preschool teachers consider the existence of learning
centers to be important in preschool classroom. Also, pre-service preschool teachers stated that there
are points to be considered while creating learning centers. In conclusion, pre-service preschool
teachers have sufficient information about creating an effective learning environment.

Keywords: Learning Environment, Learning Centers, Early Childhood Education, Pre-service

Teachers’ View

DOI: 10.29329/ijpe.2021.346.21

-------------------------------
i
İpek Özbay Karlıdağ, Assist. Prof. Dr., Department of Early Childhood Education, Yozgat Bozok University,
ORCID: 0000-0002-0996-5496

Email: [email protected]

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INTRODUCTION

The pre-school period is a very critical for the development of children. In this critical period;
the physical, socio-emotional, cognitive and language developments of children are shaped by the
quality of their environment and learning experiences. Therefore, preschool education is based on
meeting the children's educational needs with rich stimulating environmental opportunities which were
suitable for their developmental levels.

A developmentally appropriate learning environment that meets children's developmental

needs and capacities has positive effects on children's development (Maxwell, 2007; Sanoff, 1995;
Stankovic & Stojic, 2007). In order to reach a quality education level, it is necessary to ensure the
healthy growth of children with rich learning experiences and to support their development in all areas
(MoNE, 2013). The concept of quality in preschool education services is determined depending on the
quality in learning activities, the quality of interactions with teachers, peers, and materials (Pianta et
al., 2005; Thomason & La Paro, 2009), physical environment qualities, group size, balance of child-
teacher ratio and teacher qualifications (Howes et al., 2008; Thomason & La Paro, 2009; OECD,
2006).

Physical environment and resources, including the features and conditions of space, furniture,
tools and materials, have a significant impact in supporting children's development. According to a
research study examining the effects of physical environment on children, it is seen that the physical
design and layout of preschool education environments have an impact on children's learning,
behavior and creativity (Dearing et al., 2009). In addition, in an intercultural study on the quality of
preschool education environments, the quality of learning conditions offered to children in preschool
education varies depending on the physical conditions of the school (Sheridan, Giota, Han & Kwon,
2009).

A well-organized learning environment in preschool education causes more time for

classroom interactions (OECD, 2006; UNESCO, 2005) and supports the development of children
positively (Burchinal et al., 2000; Howes et al., 2008; Mashburn et al., 2008; Peisner-Feinberg et al.,
2001; Sabol, Soliday Hong, Pianta & Burchinal; 2013). In this context, good arrange of the learning
environment will be important for the development of children because the children are developing by
being influenced by the environment.

When preschool education program in Turkey is examined; the program aims to ensuring
children grow up healthy through rich learning experiences. The program has been developed in order
to ensure that children's development reaches the highest level in the fields of motor, socio-emotional,
language and cognitive development. Also, enabling children to be ready for primary school by
gaining self-care skills is one of the other important goals of the program (MoNE, 2013). In general, it
is aimed to support the multidimensional development of children in preschool education. In addition
to this, the learning environment should also support children's development in order for children to
reach these developmental goals specified in the program. Considering the developmental goals in all
area included in MoNE 2013 Preschool Education Program; it will be important to create a learning
environment that will enable the child to develop skills such as fine and gross motor skills, creative
thinking skills, ability for empathy, attention skills, remembering skills, scientific thinking skills.

It is important to create a physical environment that meets the educational needs of children in
preschool educational institutions in order to support the child's development in all area. A well-
designed physical environment in education will support children's active learning experiences and
develop creative problem-solving skills (Moore, 1987). In this context, a physically careful and
attentive planned physical environment in education gains importance in terms of achieving the goals
in the program. Especially in preschool learning environments, learning centers, which will be created
in the classroom environment, have a particular importance in achieving the goals set in the program.

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Learning centers are defined as areas that are separated by various materials (cabinets/shelves,
panels, carpets of different colors, floorings or tapes attached to the floor, etc.). These centers contain
different and various materials selected in accordance with the objectives of program and children can
work individually or as a group in these centers (Beaty, 2013; Diffily, Donaldson & Sassman, 2001;
MoNE, 2013; Pool & Carter, 2011; Prevost, 2003). In the simplest terms, learning centers can be
considered as places in classroom where learning activities and experiences take place (Sanoff, 1995).

The physical environment created through learning centers in preschool classroom helps meet
children’s educational needs by working individually or as a group. Especially considering the
significant impact of the learning environment on the socio-emotional, physical and cognitive
development of children (Bekman, 1982; Burchinal & Cryer, 2003; Ceglowski & Bacigalupa, 2002;
Feyman, 2006; Kağıtçıbaşı, Sunar & Bekman, 1988; Yalçın, 2011); learning centers are an important
issue in creating a learning environment. In this regard, it is seen that many studies have been carried
out regarding the opinions of teachers, who have an important role in the creation and use of learning
environment, about the organization and use of the learning centers (Aysu & Aral, 2016; Çakır, 2011;
Durmuşoğlu, 2008; Erşan, 2011; Ögelman, 2014; Ögelman & Karakuzu, 2016; Özyürek & Aydoğan,
2011; Parlakyıldız & Aydın, 2004; Tu, 2006; Ulutaş & Demiriz, 2006; Öncü Celebi, 2015, 2017;
Yoleri & Tetik, 2018). When all these study findings are examined, it is seen that teacher has an
important role in creating an effective learning environment. It was observed that the related
researches were generally carried out with teachers and that there was no study about this issue with
pre-service teachers. Accordingly, it is aimed in this study to determine the opinions of pre-service
preschool teachers, who are future preschool teachers, about creating a learning environment. As the
teacher of the future, revealing the opinions of them on this subject is important in terms of revealing
the competence of the pre-service teachers on this subject. For this reason, the aim of this research is
to determine the pre-service teachers' opinions about creating a learning environment in preschool
classroom. Within the framework of this main purpose, seeks to answer the following research
questions:

1. What are the characteristics that the learning environment should have in preschool
education in terms of preservice preschool teachers’?

2. What is the importance of learning centers?

3. What are the points to consider when planning learning centers?

4. What are the aims of using learning centers?

METHOD

Research Design

In the research, qualitative research design was preferred in order to find out what pre-service
preschool teachers' opinions about creating a learning environment. Hereby, instead of generalizing
the results to a wider population, the qualitative research design provides a more detailed examination
of the perspectives of a selected sample group on the subject of the study. In addition, the qualitative
research design provides the researcher flexibility in the process of recognizing and interpreting the
participants' understanding (Patton, 2014).

Study Group

The study group of the research consists of 35 pre-service preschool teachers (n=33 women,
n=2 men). In the study group, all participants are senior students studying in pre-school education
program of a public university in Turkey. Participants were preferred to be senior students in order to
have a longer-term experience in undergraduate education and teaching practice.

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Research Instruments and Procedures

The data were collected by using qualitative data collection methods because of the need to
obtain in-depth information about the research topic. In this research, semi-structured interview
questions were used as data collection tool. Semi-structured interview was preferred because it is a
convenient way to obtain data to reveal different perspectives of the participants on a particular
subject.

The following steps were following while preparing the semi-structured interview form to be
used as the data collection tool in this study: Firstly, following the literature review, semi-structured
interview questions were prepared by the researcher. Secondly, the semi-structured interview
questions shared with 2 experts in the field in order to ensure reliability. Thirdly interview form was
organized according to the feedback received from the experts. Fourthly this interview form was first
tested through pilot interviews with 2 preschool teachers. Finally, in line with the feedback obtained
from the pilot interviews, the interview form was finalized and the data of the research started to be
collected. The interview form consists of 6 open-ended questions.

Before starting interviews with participants, participants were informed about the research
subject, objectives, and their rights in the research process. Following this notification, the
participant's confirmation about voluntarily participated in this interview was obtained. Then, six
open-ended questions designed to determine the opinions of the participants about creating a learning
environment in preschool classroom are presented. The duration of the interviews ranged between 15
minutes and 25 minutes. At the end of each interview, the voice recordings were transcribed using MS
Word software by the researcher on a daily basis. Data collection process was completed between 22
October 2020 and 5 November 2020.

Data Analysis

The data obtained from the interviews were analyzed through the content analysis method.
Accordingly, data are analyzed in four phases: Firstly, at the end of each interview, the interview
records transcriptions written daily by the researcher were combined. Secondly, the interview
transcript obtained were carefully read and broad categories were created (Wellington, 2000). Thirdly,
the interview transcript was read again and it was checked whether there were any parts that were not
included in the categories and then the main themes of the research were listed. In the last step, sub-
themes were created by evaluating the data under each theme within itself. At the end of the data
analysis, the data were reported under five sub-themes under two main themes, and important parts of
the participants' views were cited to support the findings. Pseudonyms as P1 (participant 1), P2
(participant 1) etc. are used in these citations.

FINDINGS

The themes and sub-themes resulting from the content analysis applied to the data obtained
from the interviews with participants are given in Figure 2. The findings obtained in this study
consisted of the main themes of Characteristics of Learning Environment and Learning Centers under
the category of learning environment. In this context, the theme of the characteristics of the learning
environment includes physical and educational features sub-themes. The theme of the learning centers
covers importance of learning centers, planning of learning centers and using of learning centers sub-
themes. The planning of learning centers sub-theme consists of general conditions, art center, block
center, dramatic play center, book center, science center and music center sub-themes.

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Figure 1: Themes and sub-themes based on content analysis

Characteristics of Learning Environment Theme

Participants considered that the learning environment must have certain features in order to
support the child's all-round development in the educational environment. While participants stated the
features that the learning environment should have, they mentioned some of the physical and
educational features of the learning environment.

Physical features. Participants think that the learning environment should primarily contain
concrete materials of diversity and richness that address children's senses (seeing, hearing, touching,
etc.). Participants expressed these opinions such as: “The learning environment should be equipped
with rich and diverse materials that support the creativity, curiosity and all areas of development of
the child.” (P5), “There should be a variety of sufficient materials in the learning centers. These
materials should be of a variety that can stimulate all the senses of children.” (P8), “There should be
materials to support children's imagination and creativity.” (P10), “There should be concrete
materials to improve children's learning. In addition, different materials that will support children's
creativity should be offered to the child.” (P11) and “It is important that existence of material in the
classroom environment, as children use their senses in the learning process during this period.
Various and rich materials for different senses such as seeing and touching should be present in the
classroom.” (P23).

In addition, participants emphasized that these materials in the learning environment should be
appropriate for the age and development level of children and that these materials should be safe for
the health of the children. Participants expressed that such as: “The materials in the learning centers
should be appropriate for the age and development levels of the children. It should be suitable and
safe for child health.” (P3) and “Materials that are appropriate for children's development levels and
ages should be available.” (P12).

According to participants’ opinions, materials should be placed in a learning environment in

an easily accessible way for children. With the following views, participant stated that children could
be encouraged to make free and independent choices in the learning environment: “Learning
environment should include learning centers. All learning centers should be included to support the
development of the child. A slippery floor should not be preferred in learning environment. The
materials should be diverse and rich to suit the level of children's development and should be placed
in a learning environment so that children can access it independently. Thus, children can work
independently without the need for adult assistance.” (P1) and “The classroom environment should be

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designed so that the child can easily reach all learning centers. This situation enables the child to act
independently in the classroom environment.” (P18).

Moreover, participants think that the learning environment should be of adequate size, clean,
tidy and have appropriate qualifications in terms of features such as temperature, light, sound and
ventilation. Participants expressed these opinions such as: “Learning environment should be in a way
to attract the attention of preschool children; it should be bright, spacious and airy. The classroom
should be sufficiently wide. In addition, the classroom should be safe for children. There should be
large boards where children can hang up their activities.” (P5), “It is important to design the learning
environment by considering the physical characteristics of the children. Stimulants such as
temperature, light and sound should be taken into consideration.” (P4), “The learning environment
should consist of rich materials, but it should not be too crowded and mixed. It should be tidy. There
should not be more stimulants and confusion in the environment.” (P9), “The environment should be
suitable for both individually and collaboratively work. The environment should be arranged
accordingly. The furniture like as table, chair etc. must be suitable for the physical structures of the
children.” (P13) and “The class should be very clean and tidy. Everything should be in place.” (P24).

There are also examples of opinions of participants that it is important that classroom furniture
(table, chair, etc.) is suitable for children's physical properties and can be moved when necessary.
Participants’ opinion examples on this subject are as follows: “Furniture should be suitable for the
physical structure of the child. The furniture like chair and table in the classroom environment must
be movable. There should be different kinds of furniture suitable for group and individual works.”
(P8), “The physical environment of the classroom should be comfortable, safe and adaptable to
changes.” (P14) and “The learning environment should be designed to support comfortable
movement.” (P21).

Additionally, with the following views, participants stated that there should be various
learning centers in the learning environment in order to diversify children's learning experiences: “All
learning centers should be located in a classroom setting. Materials in learning centers should be
appropriate and safe for children's health.” (P2), “In the classroom setting, there should be learning
centers separated from each other by using tools such as cabinets and floor bands.” (P6) and “In the
learning environment, there should be learning centers first. These learning centers should have a
diverse and sufficient number of materials.” (P30).

Finally, with the following views, participants pointed out that the learning environment
should be created in an integrated manner with technology: “There must be materials to support
children's imagination and creativity. Learning of children should be extended by using technological
tools.” (P25) and “There must be an interactive whiteboard to provide children with a variety of
visual and audio materials.” (P31).

Educational features. Participants think that the learning environment in preschool education
should have a quality that meets the individual differences, interests and needs of children. Participants
expressed opinions such as: “The learning environment should be designed in accordance with the
individual differences and needs of children.” (P22), “The learning environment must respond to the
children's interests and needs.” (P26), “The individual differences of the child should be taken into
consideration while creating a learning environment.” (P29), “The learning environment must be in a
way to attract children's interest and attention.” (P32), “The learning environment must have the
quality to stimulate the child's interest and curiosity.” (P34) and “The learning environment should be
appropriate for the children's interests, needs and development levels.” (P35).

Participants consider that the preschool learning environment should meet the individual
differences, interests and needs of children. One of the participants expresses this as “Learning
environment should be designed in accordance with the individual differences and needs of the child”
(P12), many other participants expressed their opinions like as: “It must meet the interests and needs

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of the child” (P7), “When the learning environment planned, the individual differences of the child
should be taken into consideration” (P16), “It must be in a way to attract children's attention and
attention” (P20), “It must have the quality to stimulate the child's interest and curiosity” (P27), “It
should be appropriate for the interests, needs and development levels of the children” (P28) and “It
should address the differences of children. It should be appropriate for their development.” (P33).

In addition, participants emphasized that the learning environment should inspire curiosity in
the child, present concrete learning experiences and support all areas of development of the child.
Participants expressed opinions such as: “It must be of a quality to support the child's development. It
should be arouse curiosity and keep her curiosity alive.” (P1), “It should provide learning
opportunities to support children's creativity, curiosity and development.” (P6) and “The child's
interest and curiosity play a very important role in active learning, so the learning environment should
stimulate the child's sense of curiosity.” (P23).

Participants defined an effective learning environment as an environment where children can

express themselves comfortably and freely. With the following views, participants stated that the
learning environment must enables children to participate actively in the learning process: “An
environment where children can feel comfortable should be provided, so that children should be able
to express their thoughts easily.” (P15), “The learning environment should be an environment where
the child can be free. Because the child will be more creative, more independent and more productive
in a free environment.” (P22) and “The child should be actively learned by trying and observing. So,
we have to design active learning processes in learning environment.” (P26).

Finally, with the following views, participants emphasized the importance of creating an
effective learning environment by including both individual and group activities in different types of
activities in line with educational goals: “The learning environment should help children get skills
such as communication, cooperation and sharing. For this, it is necessary to include group activities
in learning process as well as individual activities.” (P17) and “The learning environment should be
sufficient physically for group and individual activities. The child should be able to work comfortably
in environment both in the group and on his own. The environment should be arranged accordingly
for this.” (P29).

Learning Centers Theme

Participants stated that there should be various learning centers in the learning environment in
order to diversify children learning experiences. When these statements of them about learning centers
are examined, it is seen that participants have various ideas about the importance, planning and using
of learning centers.

The importance of learning centers. Participants think that learning centers offer different
life experiences to children and support all development areas of children. Their opinions are as
follows that learning centers support children development: “Learning centers are important for the
development of the child in various developmental area and to provide them with a suitable
environment.” (P19), “Children can find opportunities for their development through different
experiences in learning centers.” (P21), “Learning centers support all development areas of children
by helping children to gain different experience, to establish natural relationships with peer in smaller
groups, to solve problems they encounter during play, to take decisions and responsibilities, and to
express themselves.” (P25) and “Learning centers and the variety of materials in these centers
support the all-round development of children. For this reason, it is important to establish different
learning centers in the classroom environment.” (P32).

Participants stated that children also had the opportunity to develop various skills and abilities
in line with their interests and needs in learning centers. In this regard, with the following views,
participants think that learning centers that allow children to discover and express themselves in

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different ways and it is also important for teachers to create new opportunities to develop children
interests and potentials: “Learning centers is important for the development and increase of children's
interests.” (P3) and “Learning centers allows the child to discover himself and his interests. In
addition, it is ensured that they have knowledge about different fields such as books, music and
science.” (P13).

Participants emphasized that the interests and potentials of children can be discovered in the
activities in learning centers. In addition, it was observed that they think that learning centers are
important in terms of activating the curiosity in the child and enabling them to obtain information from
different sources. Participants expressed opinions such as: “Learning centers enable children to
discover themselves in different environments. In addition, as teachers, we enable us to see the
direction of children's interests and thus support their development in this direction.” (P9), “Learning
centers are areas that support children's curiosity, interest and development. The child can find
different information and activities to support his development in each center.” (P20), “Learning
centers play an important role in meeting children's curiosity.” (P24) and “During this period,
children need rich stimulants as they develop rapidly. These stimulants are mostly found in learning
centers. This means that learning centers are environments where important activities that support the
development of the child and arouse curiosity.” (P28).

Participants think that knowledge is embodied in learning experiences realized with the use of
materials in learning centers and therefore consider learning centers are important. In addition to being
a place where knowledge is embodied, learning centers are effective in creating an active learning
environment that provides children with the opportunity to learn by doing and experiencing.
Participants expressed that such as: “Children need to learn some concepts at an early age. The best
way to embody these concepts is to use learning centers. For example, when talking with children
about our body, the teacher can use the body model in the science center. So, the children can see this
visually. Thus, embodied learning can be achieved.” (P19), “Learning centers support children to
learn by doing and experiencing by providing a comfortable working environment.” (P27) and
“Learning centers help us create an active learning environment based on the theory of multiple
intelligences. Different learning centers reveal different interests and abilities.” (P30).

Participants think that different groups of children have the opportunity to work together in
learning centers. Thus, with the following views, participants express that children's social skills such
as initiating and maintaining communication, helping, sharing, waiting their turn and cooperation will
be supported: “Learning centers enable the child to do both individual and group work. Thus,
learning centers supports communication skills of children.” (P2), “Learning centers provide an
environment where children with individual differences can come together and express themselves.
Thus, children’s' communication skills improve and they learn by socializing.” (P11) and “In learning
centers, children learn to playing cooperatively with peers, helping each other, sharing, and waiting
their turn. Thus, learning centers ensure the development of children's social skills.” (P18).

Finally, with the following views, it was observed that participants stated that the development
of scientific thinking, problem solving and creative thinking skills in children could be supported
through learning centers: “Learning centers develop children's creativity.” (P14), “Learning centers
enable children to develop different perspectives.” (P17), “Learning centers allows children to play in
the field they want by improving their creativity. Thanks to the learning centers, children develop their
creativity by turning to the centers as desired.” (P31) and “Learning centers are important because
the children have fun while playing games in these areas, on the other hand, they develop their
imagination by constructing something with the tools and equipment in these centers, their thinking
skills are developed and they learn by doing and living.” (P34).

Planning of learning centers. Participants stated that some general points should be
considered in the planning of learning centers. In addition, participants think that in learning centers

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(art center, block center, dramatic game center, book center, science center and music center) some
special conditions should be considered depending on the characteristics of the learning centers.

General conditions. Participants stated that learning centers should be planned in a way that
meets the interests and needs of children in accordance with their development levels. Also,
participants considered planning and reorganizing learning centers in accordance with the educational
objectives as significant. Although it is seen that participants emphasize that learning centers should
have a remarkable design, they think that learning centers should have a sufficient variety of materials
that will stimulate children's curiosity and creativity. Participants stated that while planning the
learning centers, taking the necessary safety precautions, being sure to make a point of being clean,
hygienic and tidy, and ensuring that the furniture is suitable for the physical characteristics of the
children are also should be taken into consideration. Finally, participants stated that physical
conditions of the classroom should be taken into consideration when determining the number of
learning centers to be established in the classroom. Participants stated that the requirements of the
activities such as noisy or quiet, and wet or dry should be taken into account when determining the
locations of learning centers. It is seen that participants also stated that the learning centers created in
the classroom environment should be separated from each other with various materials. Participants
expressed that such as: “I organize the learning centers according to the interests and needs of the
children. In this process, I also make a planning by considering the developmental characteristics of
the children. Especially when choosing materials to be located in centers.” (P7), “The arrangement of
a learning center should base on the needs of the students and the gains to be addressed in the
program. Again, as changing developmental needs of children, various arrangements must be made in
the learning centers. Some materials can be added, some materials can be removed.” (P10), “I would
plan the learning centers arrestingly for children. In addition, I would pay attention that the materials
in the center are of a quality that will stimulate children's creativity and sense of curiosity.” (P12), “It
is important that the furniture or materials in the learning center are suitable for children. Safe areas
should be planned. Learning centers and materials must be in a certain order and must be clean.”
(P15), “I make sure that the furniture in the learning centers is suitable for the physical
characteristics of the children. The materials should be placed in the centers at the eye level of the
children. Thus, they can easily access the materials themselves. In addition, the height of the cabinets
that separate the learning centers from each other must be suitable for the physical characteristics of
the children. Thus, the child can easily observe the activities in other learning centers.” (P16), “I
decide how many learning centers will be established in the classroom, taking into account the
physical characteristics of the classroom. Then, considering the developmental needs of the children,
after deciding which centers I should make an arrangement, I would make an arrangement in the
classroom environment according to the characteristics of the activities to be held in the centers.”
(P33) and “I try to separate each learning center from each other using various materials. I try to
make sure that each learning center has its own boundaries.” (P35).

Art center. Participants stated that different and various art materials and activities should be
presented at the art center. While emphasizing that art materials are safe for the health of the child,
participants stated that there should be an exhibition area in this area besides various visual materials.
In terms of size, it was stated that it would be appropriate to work both individually and
collaboratively. Participants expressed opinions such as: “In the art center, different and various
materials should be presented to children to stimulate their creativity.” (P7), “I would make sure that
the paint materials used do not contain parabens. I would choose art materials that do not contain
carcinogenic substances. I would also pay attention to the issue of cleaning of art center.” (P12), “I
would pay attention that there have tables that allow children to do group and individual activities.”
(P20) and “There should be areas where children can exhibit their studies” (P21).

Block center. Participants emphasized that the block center should have a large area, and it
was stated that blocks of different sizes, shapes, and colors should be present in this center. At the
same time, with the following views, participants stated that it should be established in a place away
from learning centers that require silence to work: “First of all, block center should be included blocks

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of different sizes and colors, and paying attention to be a large area.” (P23) and “It should be a large
area and be created away from learning centers that require silence to work. There should be blocks
of different size, shape, and color.” (P27)

Dramatic play center. Participants stated that the dramatic play center should be established in
a comfortable and wide area in the classroom and emphasized that puppets, costumes and accessories
should be in this center in order to enrich children's play experiences. One of the participants expresses
this as “In this learning center, it is important to have the variety and sufficient material available for
children to develop their games. For example, dolls of different skin colors, accessories such as
women and men's dress-up clothes, and puppets. In addition, the center should be planned in a wide
area and made more comfortable with furniture such as pillows and armchairs.” (P33).

Book center. According to participants, the book center should be planned comfortably and
interestingly in a brighter area of the classroom. In this center, it should be picture books, newspaper,
magazine suitable for their ages and away from learning centers such as the block center where noisy
activities are performed. Participants expressed opinions such as: “The book center should have
illustrated fairy tales and story books suitable for the ages of the children. In addition, different
magazines and newspapers can be contained.” (P8) and “The books in the center should be suitable
for the age group of children and should be an area where they can work quietly and comfortably. For
this reason, it should be created in a bright part of the classroom and away from the learning centers
where include noisy activities.” (P17).

Science center. With the following views, participants stated that science center should be
planning as a center where children can feel themselves as scientists, with costumes and materials,
various information sources (brochures, illustrated atlas, etc.) and models (human body, etc.): “There
should be experiment tools, various science books, journals that will not harm the child.” (P1), “All
kinds of materials that help the child to examine, observe and experiment should be included.” (P5)
and “It should be in the form of a small laboratory with materials that help them to conduct
experiments and research. In addition, I try to make the children feel like scientists by wearing
costumes such as white coats.” (P16).

Music center. With the following views, participants think that the music center should be
established as a center with different and various musical instruments and various visual stimulants
(notation pictures, etc.), away from the centers where silent studies will be done: “I would organize it
as a center with music instruments that can attract children's attention. I would establish in a place
away from the learning centers where include noisy activities.” (P9) and “There should be a center
where there are various music books and note books as well as musical instruments.” (P28).

Use of learning centers. Participants stated that learning centers should be used effectively in
order to meet the individual needs of children, to support their development and to reach the gains
included in the education program. In addition, participants stated that learning centers can be used
especially in concept instruction. Finally, it is seen that participants emphasized that learning centers
should be updated at regular intervals to keep the centers alive. Participants expressed opinions such
as: “I would actively use these centers during playtime to meet the individual needs of children.” (P4),
“I would organize the learning centers according to the outcomes of program. I would use the
learning centers to support the development of children individually or with their peers.” (P10) and
“In learning centers, I would not present all of the materials to the child at once. As time progressed, I
would refresh the materials by add and subtract. Thus, I would keep the children's interest in the
centers alive.” (P18).

CONCLUSION AND DISCUSSION

In this study, the views of pre-service preschool teachers about creating a learning
environment were examined. The pre-service preschool teachers defined the learning environment as

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an environment have some physical and educational qualities. In addition, all of them stated that the
most important element that creates the learning environment in the preschool classroom is learning
centers.

When the opinions of the participants on creating a learning environment are examined, it is
seen that they emphasize that the learning environment should primarily contain diverse and rich
materials. Literature indicates that pre-school education programs draw attention to this situation. It is
stated that the pre-school education programs should be offer diverse and rich materials that supply
different vital experiences to children in the learning environment (Beaty, 2013; Diffily et al., 2001,
MoNE, 2013). At the same time, it is seen that the participants stated that the materials should be
placed in the learning environment in a way that children can easily reach in the study. In the relevant
literature, it is stated that the learning environment should be a flexible and reliable area that allows
children to move freely (Demiriz, Karadağ & Ulutaş, 2003). In addition, according to the participants,
the learning environment should be adequate size, clean, tidy and have appropriate qualifications in
terms of features such as temperature, light, sound and ventilation. Similar to this finding of the study,
Aksoy (2009) emphasizes that the learning environment should be clean and to have a suitable
temperature, sufficient light and ventilation. In addition to this, a well-organized learning environment
positively affects children's development and enables children to learn better and develop positive
behaviors (Abbas & Othman, 2011; Maxwell & Chmielewski, 2008, Riedler & Eryaman, 2016).

When the opinions of the participants on the educational features of the learning environment
should have a quality that meets the individual differences, interests and needs of children. Literature
demonstrates that the learning environment should arouse the curiosity of children, make them active
and provide opportunities for them to express themselves. In the pre-school education program, it is
stated that a well-organized learning environment should be designed according to the needs of
children in order to increase their development opportunities (MoNE, 2013). In order to create a
conducive environment for teaching and learning, the physical properties of the classroom should be
used effectively and a learning environment that activates the child's learning process should be
created (Shaari & Ahmad, 2016). The learning environment should be created in a way that meets the
educational needs of children and provides opportunities for effective learning (MoNE, 2013).
Considering that especially preschool children are curious, questioning and researcher, educational
environments that will support their development in this direction should be created (Beaty, 1988).
The learning environment should support multi-directional thinking and ensure that children benefit
from education at the highest level (Özdemir, Bacanlı & Sözer; 2007; MoNE, 2013).

Another prominent view expressed by the participants is that there should be various learning
centers in the learning environment in order to diversify the learning experiences of children. The
preschool education program shows that the learning environment should be organized to include
learning centers in order to support children's development (MoNE, 2013). In addition, in the pre-
school education program, learning centers are expressed as necessary areas for the education program
to be planned and implemented in accordance with its purpose (MoNE, 2013). As a matter of fact, the
learning centers provide children with experiences of making choices, working with others, engaging
in hands-on activities and active learning (Sanoff, 1995). The studies in the literature show that the
learning centers support children's language development by enabling them to interact with others.
Also, children can develop their reading and writing skills by using the materials in the learning
centers symbolically. In addition, while children are using the learning centers, they have the
opportunity to exhibit skills such as queuing and sharing in order to develop appropriate social
relationships with each other, and thus the use of learning centers supports children to establish games
in a collaborative way. Children have the opportunity to develop their skills in activities they enjoy
and find meaningful, and their creativity is supported through open-ended activities they experience in
learning centers (Isbell, 1995; Isbell & Exelby, 2001; Isbell & Isbell, 2003). In this sense, learning
centers not only provide children with opportunities to explore, try and construct their own knowledge,
but also provide children with freedom of movement, socialization, choice, responsibility and
problem-solving opportunities (Bottini & Grossman, 2012).

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In addition, according to the participants, learning centers should be organized in accordance

with the objectives in the educational program. Learning centers should be planned in a way that is
interesting, attractive and stimulates creativity. Also, the participants stated that the physical
conditions of the classroom should be taken into account when determining the number of learning
centers to be established in the classroom, and when determining the locations of learning centers,
they stated that the requirements of the activities such as noisy or quiet, and wet or dry should be taken
into account. Moreover, it is seen that they also stated that the learning centers created in the
classroom environment should be separated from each other by various materials. When the relevant
literature on the planning of learning centers is examined, it is seen that the opinions expressed by the
participants are among the things that should be considered. Literature indicates that while organizing
learning centers, some characteristic features of the activities in learning center (such as noisy/quiet,
and wet/dry) should be taken into consideration (MoNE, 2013; Sanoff, 1995). In addition, while
organizing learning centers, the physical characteristics of the classroom and the number of children
should be taken into account, and should be arranged according to the individual needs and interests of
the children (Çakır, 2011; MoNE, 2013; Null & Sima, 2000; Ömeroğlu-Turan & Turan, 1998). The
flexibility principle should be considered when creating learning centers to enable children to create
appropriate interactions and develop new learning experiences in line with their changing interests
(Çakır, 2011; Diffily et al., 2001; Knopf & Welsh, 2010; MoNE, 2013; Poyraz & Dere, 2001).
Learning centers should be updated as adding new materials, removing some materials, and replacing
some of them in accordance with the objectives of educational program (Diffily et al., 2001;
Lundgren, 1998; MoNE, 2013; Moyer, 2001; Stephens, 1996; West 2011). Thus, children's interest in
learning centers can be kept alive.

As a result, when the opinions of the participants about creating a learning environment are
examined, it is seen that all of them expressed their opinions about creating a learning environment in
the interior. Considering the opinions expressed about creating an indoor learning environment, it can
be thought that the participants have sufficient knowledge about creating an effective learning
environment. However, it is a striking finding that the participants did not present an opinion on the
creation and use of the outdoor space, which has an important place in pre-school education. Outdoor
spaces in pre-school education institutions are an important issue that should be handled as an
extension of indoor space. The participants' only expressing their opinions about creating a learning
environment in the interior may be due to their insufficient knowledge about outdoor use.

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