Children R’ Special: An Appropriate Classroom Environment
Tammy LeStourgeon
ECE312: Administration of Early Childhood Ed. Programs
Instructor: Carmen Balgobin
May 2, 2013
When entering a preschool or elementary classroom, the contents, arrangements and overall environment should be a first impression of you as a teacher. From the engaging materials displayed, to the furniture, to the overall appearance and map layout, should speak volumes to parents upon entering; that you are prepared. Collectively, you are building a classroom that is developmentally appropriate – a place that is comfortable, safe, and secure. With such a developmentally appropriate classroom, teachers can initiate learning. But moreover, it is a place where children’s needs are met; age appropriate materials are provided; as well as individually appropriate and culturally appropriate.
At Children R’ Special our classroom setting is designed to provide children with a developmentally appropriate classroom setting that provides less stress so that they utilize their creativity to become better thinkers as well as communicators. However, with limitations in place and depending on the child’s developmental level, as an educator, it becomes our responsibility to ensure that each child is provided with an age, individuality; and a culturally appropriate environment. The facets that entail constructing such an environment include the physical environment, the curriculum, as well as teacher and parent involvement. All of these aspects combined should be integrated so that the children receive the best possible experiences from such a classroom.
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I imagine a classroom filled with primary colors, shapes, letters and numbers. I image the center of attention revolving around the carpet and where we have our morning meeting. This carpet is bright with color blocks allowing the children to have their own space with which to sit in not too close or cramped. The board is decorated with subjects that a morning meeting would cover such as calendar, weather, letter of the week, etc. Flowing from there would be the tables centered in the classroom, each depicting a color source, when the children are seated. On the outskirts are the center activities squared-off by a book case and/or carpet that allows for division of another center on the opposite side. The materials in each center are organized to help children with the specific skill. Each center should invite and promote active, independent exploration, discovery that creates an atmosphere of fun. It’s the approach of learning by doing versus students being told by their teacher what to do and when to do it. Such examples would include:
Reading Center – a cozy space by covering tables with a blanket for a quiet cozy feel; use a cardboard box to create a reading nook that can be painted with characters or scenes. Using a tape recorder so that children can listen to stories or even record their own stories will be very appealing.
Science Center – Set up this area near a window for sufficient sunlight for plant growth, prisms and shadows; a table from a tree stump, bring the outdoors in to the classroom that bring excitement to the children and their imagination.
Dramatic Play Center – For kitchen or home area, wallpaper to a wall, a small table with added table cloth set as if the children were at home, plastic food and utensils, an area rug; all create a safe home based environment">home environment for the children to pretend play. This area can be changed throughout the year to include a restaurant, a post office, a store, or even classroom.
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Art Center – This center should be filled with lots and lots of materials from a stack of paper, to crayons, markers, etc. so that the children can free-form drawing anytime. Display prints of their work along with copies of famous works to give the children inspiration.
Manipulative Center – With a carpeted area, providing lots of puzzles, beads, math counting games, construction blocks, will keep the children busy as well as enough for all to enjoy in the center. All toys should be placed in individual containers for the children’s distinction as well as easy cleanup.
All in all, materials should be safe and non-toxic; a variety of choices so that children can be creative; choose toys, games and activities that encourages hands-on active learning; each child ought to be able to work on their own in a center or in a small group for to purpose of learning to cooperate; any toys and/or activities should be readily understandable for the child’s exploration; all materials should be placed visually for the children in each center and arranged attractively for the child’s anticipation of that center; each center’s storage system should allow for the children to begin play immediately and again for clean up; learning centers should appeal to all five senses providing something to see, to hear, to touch, and perhaps to taste such as in a cooking center. All centers should include non-biased materials that respect both males/females, different cultures and different kinds of families; and each center should contain enough materials and/or toys to avoid any fighting, conflict or competition over one specific item.
As outlined in my Vision, Mission, and Philosophy statement, children learn best by play, and so when creating an environment for children to learn, the best appropriate practice can simply be made by providing them with the best learning environment possible through play. Further, the expectations of a behavioral-environmental view would be included in this environment. But the overall appearance from its décor, to its furniture of the classroom, its content and overall curriculum should be stimulating, safe and secure so that the children may grow physically, socially, emotionally and cognitively. As the teacher interacting with the children, and leading them in a positive manner, we will encourage self-esteem; help teach them problem solving and overall cooperation.
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References
Decker, C., Decker, J., Freeman, N., and Knorpf, H. (2009).
Planning and administering early childhood programs (9th ed.).
Upper Saddle River, NJ: Pearson.
