An integral part of design is lighting, whether as part of a building project, a refurbishment, or the layout of a play space. It is, however, so much more than how a space is lit, but the reasoning behind that.
There is a consensus amongst researchers and practitioners that natural light is best. It has many health benefits, including, boosting vitamin D levels as well as improving mood and sleep, contributing to overall wellbeing.
Professor Peter Barrett of the Holistic Evidence and Design Project at the UK’s University of Salford concluded that daylight is an essential element that contributes to the naturalness of the physical environment. This has a direct influence on learning outcomes for children. The more natural light, the better the outcomes.
Andre Tammes concurs stating that natural light is optimum for learning and suggests that it is not enough to just have natural light, but to work on how the light enters and is distributed amongst the space. Window views, for example, not only connect students to the outdoors, but contribute to their wellbeing.
He refers to the 2007 Heschong Mahone Daylighting Study of 2007 which found the progression of children learning in a daylit environment improved. Maths was 20% faster, reading was 26% faster, whilst those enjoying a window view displayed a 5-10% increase in performance.
Connection to the outdoors is key and those attending well-designed facilities are likely to have better academic outcomes.
Of course, whilst natural light is the preferred option, there are times when artificial light is required. Playground Professionals, recently explored what types of lighting should be used in schools, discussing how they affect children’s mood and emotions. Brighter lighting is favoured as it positively affects learning and behaviour, whilst reducing anxiety and stress.
On the other hand, fluorescent lighting impacts children’s hyperactivity, increases bodily stress, anxiety and leads to poor learning outcomes. Therefore, it is suggested that LEDs are used as an alternative since they provide cooler temperatures, no flickering, and offer better learning outcomes. They also boast energy efficiency lasting 80% longer than fluorescent bulbs.
Pulay and Payton (2019) explored student engagement whilst learning in an LED lit environment compared to that of fluorescent lighting. Since the environment is deemed as a third teacher, the way it is lit can have a direct impact on student’s academic success. This is particularly important since it is understood that LED lit offices have a positive impact on workers mood and productivity.
The study concluded that those who studied under the LED lighting conditions were more engaged.
Similarly, Ruth Weinstein, Director of Wee Care Kindergarten, is inspired, amongst others, by the Reggio Emilia approach and the notion of the third teacher. It is not just about how the environment is lit, but how the children use light in their play and exploration.
She points to her educators’ practices of using light within the environment to provide positive experiences for the children. For example, using a projector, light tables, and mirrors to reflect light and that this is just one of the hundred languages of children.
In early childhood settings it is important to look at how lighting is used in their routines. Natural light provides that connection with the environment and is great for activities and play, whereas shade or lower lighting may be more suitable for rest time.
Throughout the day, the amount and colour of light changes, and as we draw closer to the end of the day, that natural light can disappear altogether.
Therefore, the use of lamps, reading areas, down lights, night lights and shadows also play a part in the children’s experience.
Looking to reflect on the lighting in your early learning space? Wanting to include more natural light in your design? ECFgroup has developed the 'Lighting and Learning' workshop as part of the ‘Making Spaces Learning Places’ – the power of the environment series. It looks towards how we make decisions within our learning spaces as well as developing pedagogical insight into making a physical spaces learning places.
References
Pulay, Alana & Payton, Amy C. (2019). A case study comparing the influence of LED and fluorescent lighting on early childhood student engagement in a classroom setting. Learning Environments Research. 22. 10.1007/s10984-018-9263-3.
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