MRS children are active and curious learners hence, their safety and learning at the center becomes the most challenging task for School. MRS provides a well-designed physical environment supports exploration, gives young children a sense of belonging, and enables them to engage in focused and self-directed play. Because good environment also makes parents and caregivers feel welcomed and involved.
There are two types of environment in Miri Roshni School for ECCE.
a. Indoor Environment
b. Outdoor Play Environment
a). Indoor Environment
In ECCE section a wide area is available for children having classroom materials and equipment these are organized into areas that encourage children‘s work and play. These areas are also called activity areas. Each classroom has several activity areas that include the following:
These activity areas contain a variety of manipulative and materials that children are using in creative ways. These materials are display and keep attractively on the open shelves for easy accessibility and use.
b). Outdoor Play Environment
Outdoor environment is essential for children. The outdoor play area is available for Children. Miri Roshni School provide opportunities to the children for gross motor play like running, jumping and playing.
Learning Through games
Games provide a powerful context in which children learn as they actively engage socially, emotionally, physically and intellectually with people and objects. In games, children get opportunities to explore, discover experiment, manipulate materials, solve problems, think critically, make decisions and take risks, practice skills, display dispositions, and test hypotheses without fear or failure, which provide the foundation for representational thought and language, cognition and socialization. Games also offer meaningful contexts for examining issues such as fairness, justice, peace, privacy and responsibility enabling children to consider alternatives and take action to address inequities as young citizens in society.

In MRS teachers are providing daily opportunities for three and four-year old children to experience a balance of both child-initiated and teacher-structured games which is offering a valuable contexts within which teachers can monitor and assess learning. Additionally, teachers can use a variety of modifications and adaptations to help children to take part in and learn from play.