This chapter discusses how parents can help design a home learning environment that matches or supplements their children’s learning preferences.
Dunn and Dunn (1992, 1993) indicated that the secret of designing an effective instructional environment in classrooms at little or no cost is using what is already there, but in new patterns. This concept also applies to designing learning environments in the home. An appropriate study area in the home is very important in order for the child to successfully do homework. When students are comfortable in their study environment, they are likely to have a better attitude about their homework, thus doing it better.
A walk through the hall of instructors’ offices in a university might reveal that some instructors talk with students almost in the dark with all blinds shut, or with blinds wide open to get natural light from the outside. Other instructors work with lamps providing intensive spots of light, and still others work in a room that is entirely brightly lit. There is usually the faint sound of music coming from one or two of the offices. One instructor might bring in a small portable electrical heater because the room is too cold, while her neighbor is just fine with the room temperature. These examples of adult preferences in work environment con-