Abstract
Quality early childhood classroom environments are linked to stronger cognitive, social, emotional, and physical child outcomes (Chou, Cheng, & Cheng, 2016; Fisher et al., 2014; Burgess & Fordyce, 1989). The elements of a quality classroom have been widely studied, but there is a lack of teacher education materials about the topic. Research reveals evidence-based strategies for increasing child concentration and engagement in classrooms related to aesthetics such as color, light, space, and materials (Evans, 2006; Stremmel, 2012). The current project sought to inform teachers about how intentionally enriching the classroom can lead to better child outcomes, and to provide tools and strategies for teachers to utilize in their classroom. Research was disseminated through the development and implementation of the Enriched Early Learning Environments workshop for teachers in the San Juan Unified School District Early Childhood Education (ECE) department. Materials were presented to 35 practitioners in the ECE department. Participants’ evaluation of the workshop verified that it was beneficial to teachers in attendance and most participants reporting feeling inspired to implement changes in their classroom. The implementation and evaluation of the project reveals a need for further teacher education and implementation of workshops to increase understanding of the importance of the physical learning environment in early education.