i. A piano, guitar or other musical instrument is often the core of the music area. Alternatively, tape recorders, record players or compact disc players can be used with groups and individuals.
ii. Accessible and diverse instruments encourage exploration.
iii. Headphones allow individual children to listen independently,
iv. Autonomy can be encouraged by letting children select songs to sing during group times.
v. The addition of movement can increase children's involvement in music activities (e.g. dancing with scarves).
E) Literacy/ Library
i. Children should have access to a quiet area for reading and an attractive display of age-appropriate books, which are rotated frequently.
ii. Children should have access to a table for writing and diverse writing papers and instruments. Picture dictionaries, typewriters and computers are desirable additions.
F) Blocks
i. This area should not be set up next to quiet areas.
ii. A block area should include different size and shape blocks, cars, tracks and signs.
iii. Storage should be suffciently organized to allow children to find needed pieces, but accessible.
iv. The play area should be large enough to accommodate several children and their construction.
G) Dramatic Play
i. This area is often called housekeeping or the doll corner, but other venues should be represented (e.g. professional settings).
ii. Costumes and props should be rotated, and increasing diversity will be needed as children mature.
H) Science/Discovery
i. An investigation area with scientific materials should be available for independent exploration.
ii. Old electronic appliances make a nice addition to this area.
iii. Tubs filled with liquid, shaving cream or seeds, are excellent for learning conservation.
1) Mathematics
i. Fine-motor manipulatives and counting materials should be stored together.
ii. All ages need opportunities to use construction materials and counting blocks.
iii. Cards, dice and other counting games should be available.
J) Woodworking
i. Woodworking requires a workspace, storage areas and tools.
ii. Young children may only need hammer and nails, while older children require more sophisticated tools.
iii. Tools should be designed on a small scale.
K) Sand and Water
i. Sand is a unique medium that cannot be adequately replaced by rice or cornmeal on a regular basis.
ii. Covering the sand table makes the unit available for other activities at other times in the day.
iii. Ideally, water tables should be high enough so children cannot fall into them.
iv. Water accessories should allow filling, pouring, sink and float.
L) Physical Education
i. A tumbling mat or other soft surface is necessary.
ii. A variety of indoor gross motor materials should be available, either in one unit or in different locations around the room.
M) Every classroom needs a quiet area that is always accessible to allow for independent thought and relaxation.
N) Specialized Areas change according to the topics under study throughout the year. Themes can also be reflected in the materials provided in permanent areas described above.
O) Area Management
i. At the beginning of the year, classroom organization should be simplified and the nature and number of activities should be limited.
ii. Area selection should be managed so that all children receive opportunities in each area. Autonomy is especially important for very young children.
iii. Signs on the area themselves or using pictures of activities can help children determine the maximum number allowed in an area.