Accessible Early Years learning environments are a critical component of education providers’ commitment to enhancing equity for all young children within Early Years provision. This paper explores some of the broader cultural aspects of Early Years and architecture in creating an enabling environment that shapes universal design practices in Early Years inclusive settings. It examines how the transforming effects of the Early Years can be designed in relation to what we know about learning, more specifically about Universal Design for Learning (UDL), from the little voices and great ideas of our young learners, and from experts in architecture. with the flexibility to respond also to what we do not know about the future.
The article deals with accessibility in its broadest sense: physical, educational, psychological and social accessibility for a truly inclusive environment with buildings that create a language pattern of harmony, a sense of belonging and inclusivity.