Key Design Issues as Framed by Selected Síolta Principles
The Síolta principles present a good framework to examine how UD can help to provide a built environment that supports the aims of inclusive, child-and-family centred Early Learning and Care policy in Ireland. While all 16 Síolta standards have some bearing on the built environment, there are 7 Standards that are directly relevant to Universal Design. Síolta Standard 2 pertains to Environments and this standard highlights how a child’s physical environment has a direct impact on their well-being, learning and development. The Environments standard therefore underpins all aspects of these guidelines and provides the backdrop for the other 6 Síolta standards.
The standards are:
Provide spaces and settings that are:
- designed so children can circulate and associate with their peers and with older or younger children in mixed age situations.
- facilitates children’s choice.
- provides opportunities for children to express their voice and individuality.
- enables children to be appropriately independent.
Provide settings with:
- indoor and outdoor spaces where adults and children can interact with each other, or where children can be alone.
- a mixture of large and smaller indoor and outdoor spaces for children to navigate and explore to maximise children’s talking, listening and overall engagement in learning.
- a range of experiences to provoke inquiry or stimulate the imagination placed in central spaces to support collaborative, inquiry-based learning for all children.
- dining spaces that echo the home and position cutlery and delph at children’s level to support independence.
- attention to environmental stimuli such as excessive noise, glare, or strong odours that may be problematic for some children and hinder their opportunities for interactions and relationship building.
Create environments that:
- provide accessible and welcoming spaces for parents and families.
- reflect the diversity of the community and help build relationships between ELC practitioners and families.
- make the curriculum visible and provide formal and informal staff-parent meeting spaces.
- accommodate families including extended families for specific occasions.
Support the important role of play through:
- adequate indoor and outdoor space for children to play.
- accessible, usable and easily understood outdoor spaces with a good transition between indoor and outdoor.
- covered outdoor space that can be used during inclement weather or by children who may be sensitive to outdoor conditions.
- range of spaces and materials to attract and stimulate children’s interests, promote communication and encourage problem-solving and critical thinking.
- spaces that encourage free play, group and individual play for children of mixed ages, and allow children an easy transition between play activities.
Support staff through:
- spaces that facilitate the role of adult-child interactions as part of the child’s learning and development.
- a physical environment that helps ELC practitioners adopt a reflective approach to their practice. This will be assisted by a calm, supportive environment with office, study areas, or staff rooms that support relaxation and reflection.
- a flexible environment in terms of spaces and materials to support the ELC practitioner as environmental planner and evaluator.
Promote a positive relationship between the child and the community through:
- spaces that connect and integrate the setting with the community in a safe and appropriate manner.
- increased visibility or presence regarding the setting and the community.
