CHAPTER OBJECTIVES
1. Plan a classroom environment that reflects program goals and objectives.
2. Select instructional materials that are appropriate.
3. Make decisions about computers in the early childhood curriculum.
4. Plan on outdoor learning environment.
5. Plan for safety, both indoors and out.
6. Plan adaptations in the environment for children with special needs.
7. Celebrate diversity in the classroom environment.
CHAPTER OUTLINE
1. Teacher goals affect both physical room arrangements and selection of instructional materials. As discussed in Chapter 2, goals are dependent upon theories of learning and development.
2. Room Arrangements
A) The type of physical arrangement determines children's activities.
i. Open space and accessible play equipment encourages exploration and autonomy.
ii. Structured tables and chairs (e.g. appropriate size) and decreased play materials encourages obedience and reliance on the teacher.
B) Classrooms for young children should have the following:
i. Individual cubbies, or storage areas, where children can keep personal belongings.
ii. Soft areas separated from the noisy activity areas for relaxation and comfort.
iii. Natural light, which has been reported as having an influence on children's physical response.
iv. Access to a range of working space and materials, which child can share with other children and adults (to help enhance the learner's creativity).
C) Rooms should be organized so that curricular activities can be conducted effectively.
i. Multiple activities may share the same space at different times in the day.
ii. Required materials (e.g. electricity, water) should be easily accessible to the planned location for an activity.
iii. Quiet areas should be quieter than the rest of the room, and located away from the gross motor areas.
iv. Physical environments should incorporate ethnic color palettes.
D) Learning Areas
ii. Areas that use water (e.g. science) should be located by a water supply or sink area.
iii. Areas should accommodate multiple uses. For example, an open block area can be used as a story time.
iv. Areas should not be closed in and must allow children to immediate egress in case of an emergency.
v. Space between areas should be limited, because large open spaces encourage running, wrestling and free physical play. .
E) Classroom areas, or units, can be defined by their complexity, the number of uses that they accommodate.
i. Simple units have a single inflexible use with little improvisation possible (e.g. a swing).
ii. Complex units have multiple parts allowing variation on a theme (e.g. multiple art activities).
iii. Super units include multiple different media, allowing novel combinations and the greatest flexibility in curriculum planning.
iv. Classrooms should have at least 2 unit spaces per child, and children will play longer at more complex units.
F) Children will be more autonomous if classrooms meet Harms' guidelines by providing easy access to needed materials.
G) Teachers should plan effectively to make the most of limited classroom space.
3. Instructional Materials
A) The ideal materials are durable, reusable, and flexible, accommodating different levels of play. All materials should be safe and in good repair.
B) Learning areas (or learning centers, a more limited term) are specific locations where topic-related materials are located. The following are basic components of early childhood classrooms.
C) Art
i. Art areas should contain a sink, work surfaces and storage areas that are accessible to children.
ii. Most needed supplies can be created inexpensively with recycled materials.
iii. Smocks should be provided and a floor cover should be used.
iv. Materials should match children's developmental abilities to grasp and hold.