Designing/Refreshing Spaces Prompt

This prompt is for generating ideas and assistance when designing or refreshing spaces within your ELC, the prompt is designed for children’s spaces but it could be amended to apply to staff spaces too! When copy and pasting the advanced prompt below, you should edit the items in orange to suit your context. Remember you should always review AI outputs for accuracy. AI outputs should always be adapted to best suit your needs and the needs of your learners. 

Basic prompt:

‘We are making a new [[ TYPE ]] space in our ELC, give us some ideas.’ 

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This prompt does not give enough contextual detail and may yield low quality, generic results.

Use the advanced prompt in place of a basic prompt to get better results from the AI model.

Advanced prompt:

You are an expert early years practitioner working in the Scottish education system. You are [[ DESIGNING or REFRESHING ]] a play and learning environment for children aged [[ AGE ]] (Early Level). The space you want to make is [[ DESCRIBE THE DETAILS OR IDEAS YOU HAVE ABOUT WHAT YOU ARE TRYING TO CREATE ]]. We are limited by [[ DESCRIBE ANY LIMITATIONS SUCH AS SPACE, BUDGET, ETC ]]. Suggest ways to create an interesting, stimulating, and nurturing space that:
  • Supports high-quality, play-based learning and child-led exploration
  • Is flexible and responsive to children’s emerging interests and developmental needs
  • Encourages curiosity, creativity, independence, and collaboration
  • Supports experiences and outcomes across the Curriculum for Excellence (e.g. literacy, numeracy, HWB, STEM, expressive arts)
  • Reflects the guidance from “Realising the Ambition,” particularly the importance of emotional security, loose parts play, cosy and quiet spaces, and spaces for movement and risk
  • Promotes inclusion and accessibility for diverse learners, including children with additional support needs
  • Meets safety and wellbeing expectations in line with Scotland’s Care Inspectorate guidance on early years environments
In your response also suggest ways to involve children in co-designing or evaluating their learning spaces and give low-cost or natural resource alternatives for settings with limited budgets. Include prompts for reflective questions practitioners can ask themselves about their space. Your response should be an easy to read an actionable plan for creating this space.
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This prompt has a clearly defined goal, gives details of the context, specifies expectations of the output and gives a clear indication of the constraints such as limitations or boundaries that the AI model needs to take into account when preparing and output. You should edit the items in orange to suit your context.

Example:

Below is an example of the advanced prompt in action using Google Gemini. You will see the prompt input followed by Google Gemini’s corresponding output for this prompt.

Prompt (what we input to Google Gemini):

You are an expert early years practitioner working in the Scottish education system. You are refreshing a play and learning environment for children aged 3-5 (Early Level). The space you want to make is a cosy reading corner which is calming and encourages reading for pleasure, storytelling activities and independent browsing and choosing of books. We are limited by budget, we already have the space which is in the corner of a larger playroom but is not a distinct space of its own. Suggest ways to create an interesting, stimulating, and nurturing space that:

  • Supports high-quality, play-based learning and child-led exploration
  • Is flexible and responsive to children’s emerging interests and developmental needs
  • Encourages curiosity, creativity, independence, and collaboration
  • Supports experiences and outcomes across the Curriculum for Excellence (e.g. literacy, numeracy, HWB, STEM, expressive arts)
  • Reflects the guidance from “Realising the Ambition,” particularly the importance of emotional security, loose parts play, cosy and quiet spaces, and spaces for movement and risk
  • Promotes inclusion and accessibility for diverse learners, including children with additional support needs
  • Meets safety and wellbeing expectations in line with Scotland’s Care Inspectorate guidance on early years environments

In your response also suggest ways to involve children in co-designing or evaluating their learning spaces and give low-cost or natural resource alternatives for settings with limited budgets. Include prompts for reflective questions practitioners can ask themselves about their space. Your response should be an easy to read an actionable plan for creating this space.

Gemini Output (what Google Gemini responded with):

Creating a high-quality, cosy reading corner for 3-5-year-olds on a budget is an excellent initiative that perfectly aligns with “Realising the Ambition” and the Early Level of the Curriculum for Excellence. This isn’t just about putting books in a corner; it’s about fostering a love of literacy, emotional security, and independent exploration.

Here’s an actionable plan to transform your corner into a captivating and nurturing reading haven:

 

1. Defining the Space: Creating Cosiness and Calm

 

Even without walls, you can create a distinct, inviting atmosphere that signals “this is a quiet space for books.”

  • Visual Boundaries & Softness:

    • Low-Cost/Natural: Drape sheer fabric (old curtains, bedsheets dyed with natural dyes like tea/onion skins, or just white sheets) from the ceiling or a tension rod to create a canopy or “den” effect. This instantly makes the space feel separate and secure. Use large, soft cushions (old pillows covered with fabric scraps, or cushions donated by families), blankets, or duvets on the floor. An old rug or a collection of matsdefines the “floor” of the corner.

    • Inclusion/Accessibility: Ensure the entrance is wide enough for wheelchairs or walking frames. Vary the height of seating – some floor cushions, maybe a small, sturdy low chair or a beanbag for children who prefer not to sit on the floor.

  • Warm Lighting (if possible):

    • Low-Cost/Natural: If safe and approved, consider battery-operated fairy lights draped in the canopy (ensure they meet safety standards and are out of reach). A small, covered desk lamp can provide a warm glow. Even strategically placed natural light from a window can be highlighted with sheer curtains.

  • Sensory Elements for Calm:

    • Low-Cost/Natural: A basket of sensory bottles (filled with water, glitter, beads, natural materials) for calming visual stimulation. A small sand timer to encourage quiet focus. A soft toy or a worry stone.

    • Care Inspectorate: Ensure all materials are clean, safe, and regularly checked for damage. Battery compartments must be secure.

 

2. Curating the Collection: Books, Resources & Engagement

 

The content of your corner is just as important as its aesthetics.

  • Diverse Book Selection:

    • Low-Cost/Natural: Regularly rotate books to maintain interest. Include a wide range: picture books, non-fiction (e.g., books about frogs, dinosaurs, trucks – aligning with current interests), poetry, concept books(colours, numbers), and wordless picture books to encourage storytelling. Source books from local libraries (borrowing regularly), second-hand shops, donations from families, or charity shops.

    • Inclusion/Accessibility: Include books that reflect diverse cultures, family structures, abilities, and languages. Place books at varying heights on low shelves or in baskets so all children can access them easily. Consider tactile books or books with different textures.

    • CfE Links: Literacy (reading for enjoyment, comprehending texts), HWB (exploring emotions through stories), STEM (non-fiction books on nature, transport etc.), Expressive Arts (beautiful illustrations, rhyming stories).

  • Stimulating Props for Storytelling & Play:

    • Low-Cost/Natural: A basket of storytelling props linked to popular books (e.g., three bears, wooden spoons, bowls for Goldilocks; animal puppets; small natural items like pinecones, pebbles, sticks that can be characters). Small finger puppets or soft toys that can be “reading buddies.” A simple blanket or sheetfor children to drape over themselves for impromptu dens.

    • CfE Links: Literacy (oral storytelling, retelling narratives), Expressive Arts (role play, dramatic play), HWB (social skills, imagination).

  • Mark-Making Integration:

    • Low-Cost/Natural: A small clipboard with paper and pencils/crayons (consider chunky crayons for easier grip). A mini whiteboard and dry-wipe pens. A small notepad for “writing” shopping lists or story ideas. Encourage children to draw what they hear or what they imagine.

    • CfE Links: Literacy (early writing, communicating meaning through marks), Expressive Arts (visual communication).

 

3. Encouraging Independent Exploration & Choice

 

The corner should empower children to choose their learning journey.

  • Accessible Organisation:

    • Low-Cost/Natural: Use low shelves, baskets, or crates (donated fruit crates, cardboard boxes covered in fabric/paint) to display books face-out rather than spine-out. This makes it easier for children to see and choose. Group books by theme or character if that interests the children (e.g., “Bear Books,” “Animal Stories”).

    • Inclusion/Accessibility: Ensure clear pathways and adequate turning space. Use clear labels or picture symbols on baskets to help children find and return books independently.

  • Loose Parts for Open-Ended Play:

    • Low-Cost/Natural: Incorporate small baskets of natural loose parts (pinecones, smooth pebbles, shells, small wooden blocks, fabric scraps) that children can use to represent characters, build mini-scenes, or count.

    • CfE Links: Technologies (exploring properties of materials), Numeracy (sorting, counting, patterns), Expressive Arts (creative construction), STEM (problem-solving).

    • Care Inspectorate: Ensure all loose parts are age-appropriate (no choking hazards for 3-5s), clean, and regularly checked for damage.

 

4. Involving Children in Co-Design and Evaluation

 

This is fundamental to “Realising the Ambition” – children are competent learners and have agency.

  • Co-Designing the Space:

    • Discussion: Show them pictures of different cosy spaces. Ask: “What would make our reading corner feel super cosy? What do you think we need here?”

    • Drawing/Mark-Making: Invite them to draw their ideas for the reading corner.

    • Voting: Present choices (e.g., “Which blanket should we use? This blue one or this stripy one?”) and let them vote.

    • Physical Involvement: Let them help arrange cushions, sort books into baskets, or decorate simple fabric drapes.

  • Evaluating the Space:

    • Observation: Pay attention to how they use the space. Are they comfortable? Do they stay for sustained periods? Do they return books?

    • Direct Questions (Age-Appropriate): “What do you like best about our reading corner?” “Is there anything that makes it tricky to find a book?” “What would make it even better?”

    • “Show Me”: “Can you show me your favourite spot to sit here? Why do you like it?”

  • Responsive Adjustments: Based on their input and your observations, make small, visible changes. This shows them their voices are valued. If they build a den with a blanket, consider adding a tension rod so they can easily recreate it.

 

5. Safety and Wellbeing (Care Inspectorate Standards)

 

These are non-negotiable and integrated throughout.

  • Cleanliness & Maintenance (Standard 5 – Quality of Environment):

    • Regularly check all fabrics, cushions, and materials for cleanliness and wear and tear. Wash blankets and cushion covers frequently.

    • Ensure books are in good repair; remove or mend torn pages.

  • Safety & Suitability (Standard 2 – Safe Environment):

    • All furniture (shelves, low chairs) must be stable and secure. No tipping hazards.

    • Lighting (if added) must be safe, low voltage, and inaccessible to children for tampering. No trailing wires.

    • All small parts (loose parts, small book props) must be age-appropriate and regularly checked for breakage.

    • Ensure clear, unobstructed pathways for easy movement in and out of the space, especially for diverse learners.

  • Nurturing Environment (Standard 1 – Wellbeing):

    • The space should feel emotionally secure, calm, and predictable.

    • It should be well-ventilated and comfortable in temperature.

    • Ensure staff presence is responsive and supportive, not intrusive. Children need to feel they can access support if needed, but also have independence.

 

Reflective Questions for Practitioners

 

Regularly asking yourself these questions will help you continually refine the space:

  • Engagement: “Are children naturally drawn to this space? Do they stay here for sustained periods of time?”

  • Independence: “Can children easily choose and return books themselves? Do they use the mark-making materials independently?”

  • Flexibility: “Does this space accommodate different types of play (quiet Browse, active storytelling, small group collaboration)?”

  • Inclusion: “Does every child feel comfortable and able to access all aspects of this space, regardless of their needs or abilities?”

  • Stimulation: “Is there enough variety in the books and resources to spark curiosity and creativity? Is it too cluttered or too sparse?”

  • Voice: “What have the children told me, directly or indirectly, about this space? How have I responded to their ideas?”

  • Safety & Comfort: “Is this space consistently clean, safe, and truly comfortable for the children?”

  • Learning Connections: “How does this space explicitly support different aspects of the CfE Early Level (e.g., specific literacy experiences, HWB emotional regulation)?”

By approaching your cosy reading corner as a dynamic, co-constructed space, you’ll create a truly enriching environment that fosters a lifelong love of reading and supports holistic development in your early learners.

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