Setting up a classroom is easily the hardest thing for most teachers to do. Without out knowing the specific needs of the class, a teacher has to create a room that is accessible, safe, and engaging to all the students who might enter the classroom. Keeping those goals in mind is the key to having a great classroom environment.
While there is often only one year difference between kindergarten and pre-kindergarten students the room requirements and setup are very different. Pre-kindergarten classes focus more on a student’s social and emotional growth and development. In today’s kindergarten classroom, the focus is shifting to a more academic setting. Students are expected to spend most of the day doing more direct learning instead of learning through play and exploration. While both of these grades have some many similarities in the types of areas that need to be created, each one requires a slightly different setup.
For large group instruction a carpet can be used to define the area. Having a carpet that is big enough to fit everyone in the class helps students feel a sense of belonging. It also gives each student a defined space to sit in, without imposing on another student’s personal space. The class rules and behavior chart should also be posted near the large group area so it is easy to see and use.
The other group area that should be set up, with or without a separate carpet, is an area in front of a large computer monitor. The monitor can be hooked up to the teacher’s computer allowing students to see what is on the screen, without having to crowd around a typically small computer screen. The teacher can share video clips, animated story books, and do typed shared writing activities. If the monitor has a touch scre...
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...g help students encourages a love of learning. Putting all of these pieces into a classroom will help all students learn and grow.
References
Brantley, C. (2011, January). What Will You See in a Quality Early Childhood Learning Environment? Retrieved September 14, 2011, from Imagination Soup: http://imaginationsoup.net/2011/01/what-will-you-see-in-a-quality-early-childhood-learning-environment/
Garrett, S. (n.d.). Early Childhood/Family Education Programs. Retrieved September 14, 2011, from Oklahoma State Department of Education: http://sde.state.ok.us/Programs/ECEduc/pdf/EarlyChildLearnEnv.pdf
Gartrell, D. (2007). A Guidance Approach for the Encouraging Classroom. Mason, OH: Cengage Learning.
US Department of Education. (n.d.). Readig First. Retrieved September 14, 2011, from US Department of Education: http://www2.ed.gov/programs/readingfirst/index.html
Decker, C. A., Decker, J. R., Freeman, N. K., & Knopf, H. T. (2009). Planning and Administering Early Childhood Programs. Upper Saddle River: Pearson.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
The purpose of this research paper is to investigate the issue of Preschool to determine if children who participate in structured preschool programs are more successful in kindergarten or first grade.
Early childhood education, although constantly evolving, was actually established and practiced as early on as the times of Ancient Greece and Rome. The foundation that early childhood education is based upon is to instill in children the skills needed to succeed later on in life, while making sure young children enjoy their time in schooling. Throughout chapter 3 in the textbook Who Am I in the Lives of Children, the reader is capable of evaluating just how greatly the methods for teaching today’s youth have evolved and changed for the better.
The classroom that I observed in was arranged in a simple way. In the dramatic play center there was a long coat rack and each hook was labeled with an image and name of the outfit. This was done so the children know where do place the clothing when they are done with it or cleaning up. Also in this center was a cash register, puppets, an oven, refrigerator, ironing board, sing, dishwasher, a table set and a comfy chair. Their block center was small, and sectioned off by a shelf and an arch way in the corner of the room. In this center there was also a table. I felt that they children would not have enough room to build although I did not measure the area. The art center had stamps, children’s art work, an easel, magazines and other essential art supplies. In the same area as the art center was the writing center. In this center was maps, chalk and chalk board, stencils, a ruler, notepads, loose paper and pencils.
National Center for O*NET Development . (2010). Preschool and Childcare Director. Retrieved November 12, 2013, from O*NET Online: http://www.onetonline.org/link/summary/11-9031.00
The results of quality preschool programs can be seen early after they begin. Children learn many important life le...
The space and area in which a child is learning must be accommodating to all of their needs. A responsive environment is a space of any size that is set up and presented in a manner that promotes social-emotional development, physical development, spiritual development, intellectual/cognitive and language/literacy skills. It is important that the class or room promotes a healthy learning environment which allows the children to be independent while still pushing their skills and abilities. Environments are able to shape and direct a child’s learning experience, “We now know that the environment is a valuable teacher if it is amiable, comfortable, pleasing, organized, clean, inviting and engaging…This is true of floor space, ceiling, and wall space” (Krentz, Emerita, & University of Regina, 2013, p.44).
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
U.S Department of Health and Human Services. (n.d.). Retrieved from Early Childhood Learning and Knowledge Center: http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Domains%20of%20Child%20Development/Social%20and%20Emotional%20Development
When building a classroom, the indoor learning environment will be influenced by the building and play area that surrounds the building. A classroom needs to have adequate space for children to play, explore and learn. Children need to have continuous access to water, bathrooms and a sink for handwashing. Although each room or center will be different they need to maintain areas that are easily and safely supervised from all areas of the classroom. The space needs to be organized into learning centers with well-defined areas. Areas such as science, art, sensory, bathrooms and eating areas need to be near a water source. Other areas such as block areas, library and housekeeping should be kept in areas with large area rugs or carpet.
The question of early education should be investigated and controlled on the arrange level because it has a very important impact on the economy, social structure and cultural level of different countries. Educators can facilitate the children with different material and environment in the classrooms that are in the early learning centers. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children need to expand their abilities through their play experiences, and also through their fun experiences, they can develop correctly. Early youth education plays a large part in a child's early development. It is mainly dealing with children ages 4-5 the goal of Early Childhood is to help and teach students who first-time learners. It provides an education for pre-kindergarten children in our country that is provided in a variety of settings. These children represent more and more diverse backgrounds, experiences, and risk factors, and reflect a wide range of special needs. Setting includes day and families care centers, and head starts programs. Public schools also pre-kindergarten and early intervention programs supported throughout federal, state, and local
Morrison, George S. (2004) The Past and the Present: Prologue to the Future, Early Childhood Education (pp.83-84), New Jersey: Pearson.
The importance of early childhood development is found in the emotional, social, and physical development of the young children and how education has a direct effect on their overall development. Early childhood education is most beneficial for children ages three through five and is also often referred to as preschool, pre-kindergarten, day care, nursery school or early education. Early childhood education is necessary for the preparation of young children for their transition into elementary school and beyond. Sending children who are of preschool-age to an early education program can have a positive impact on the child's life and give them a noticeable head start towards a bright future.
Early childhood education plays a key role in a child’s academic development because he or she learns soft skills, job skills, and develop positive traits. Preschool is not like kindergarten, but instead a stepping-stone that prepares young students for the years of schooling they will have later in life. As more schools began to open families wanted to be able to verify that programs would benefit and protect their children. In response, the National Association for the Education of Young Children was made to help families find the best care for their children, by providing the early childhood educators with training and ensuring the quality of children’s daily experiences. (“NAEYC”5).