The Learning Environment
The first step towards implementing a curriculum is to:
1. Organize the classroom into interest areas:
 Blocks
Creating an environment for block play: Location should be away from quiet
areas and near other noisy activities such as dramatic play and have smooth,
flat carpeting on the floor. Suggested materials are – hardwood unit blocks, set
of hollow blocks, people props (multi-ethnic family set, multi-ethnic community
figures sets), animal props (farm, zoo, pets), road signs, small cars, trucks, trains,
buses, boats.
 Dramatic play
Creating an environment for dramatic play: location should be near the block
area. Suggested materials – dress-up clothes for men and women, pots, pans,
dishes, utensils, plastic food, empty food containers/boxes relevant to different
cultures, multicultural dolls, home-like touches such as curtains, a table cloth,
pectures, plant, a small rug. Child-size furniture – stove, refrigerator, table,
chairs, sink, couch, doll bed, stroller, telephones, etc.
 Manipulatives (toys and games) - location should be near the quiet areas.
Have open shelves so the children can make choices. Suggested materials
– puzzles, stacking cubes, interlocking toys, stringing beads, legos,
dominoes, magnetic boards and felt boards with shapes, small props
(animals, trucks, cars, boats, fruits,) for sorting, collection of plastic caps,
keys, shells, etc.)
 Art: location should be near a sink and on washable floors. Suggested
materials – assorted papers, colored pencils, markers, crayons, child-size
scissors, assorted paint brushes and paint, collage materials, playdough,
clay, washable ink stamp pads and assorted stamps, glue, glue sticks,
tape.
 Library: location should be away from the loud areas and have carpeted
floor. Suggested materials – variety of children’s books (story books,
nursery rhymes, alphabet and number books, multicultural books), tape
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or CD players, hand puppets, flannel boards, big pillows, blankets, stuffed
animals.
Discovery/Science: Suggested materials – table to hold displays and
collections, animals and animal houses (cages, aquarium, ant farms),
balance scales, magnifying glasses, eyedroppers, magnets and assorted
objects, collection of natural materials (rocks, shells, pinecones, plants),
books and displays.
Sand and water: location should be near a water source and on washable
floors. Suggested materials – buckets, measuring cups and spoons,
scoops funnels, small containers, sponges, bottles, eyedroppers, whisks,
tongs.
Music and movement: location should be near loud areas. Suggested
materials – variety of musical instrument, including multicultural, bean
bags, scarves, streamers, cassette or CD player.
Cooking: location should be near a water source and on washable floors.
Suggested materials – various bowls, measuring cups and spoons, whisk,
potato masher, grater, rolling pins, knives, cutting boards, saucepans,
recipe cards with pictures and words.
Computers: location should be next or in the library area. Suggested
materials – one or more computers, printer, papers, software stored on
the computer, educational games.
Outdoors: Should have spaces for sand and water play, wheeled toys,
indoor materials that can be brought outdoors, playing games and
pretend play, planting a garden, caring for living things, climbing and
sliding apparatus. Materials for sand and water play – buckets, shovels,
spoons and scoops, funnels and sifters, pots and pans, muffin tins, old
trucks and cars, plastic people and animals, ect. Materials for gross motor
play – various sizes balls, soccer net, basketball net, bowling pins and
balls, baseball baths and ball, empty boxes, balance bin, various blocks
2. Establish daily routines/schedule so the children know what to expect,
and they understand what is expected of them:
 Arrival – greet families and children, help with separation
 Group time – sing songs and fingerplays, sharing news, read
books
 Breakfast – sit with children, encourage conversation about food
or topics of interest to children
 Choice time – guide children in selecting interest areas. Sit with
them, facilitate play to extend learning
 Outdoor play – set up different areas, supervise and interact
with children. Plan special activities
 Music – Set up special activities: instruments, rhythm sticks,
scarves, ribbons, bean bags
 Lunch
 Nap – help children relax so they can fall asleep. Have soft music
on. Supervise rest area. Provide quiet activities for the children
who don’t sleep
 Snack
 Departure – Involve children in quiet activities. Greet parents
and share something about the child’s day
3. Create a classroom community:
 Build relationship with each child – get to know each child; talk to
children respectfully; be sensitive to children’s feelings,
acknowledge children’s accomplishments and progress
 Help children to make friends – help them to cooperate, share, take
turns, show empathy, and help others. Pair children to work on
tasks, help them to negotiate and solve conflict
Importance of Play
Developmentally Appropriate Practice; teaching children in ways that match
the way children develop and learn; provide children challenging, but not
overwhelming activities, so they can learn and practice newly acquired skills.
Developmental Stages of Play:
 Unoccupied behavior – during infancy, a child occupies himself by
watching anything of momentary interest
 Onlooker play – young toddlers focus on the activity rather than the
environment
 Solitary play (toddlers) – the child plays alone without the regard to what
other children are doing
 Parallel play (ages 2-3) – a child sitting next to another child, playing with
the same toys, but in a different way. It is the early stage of peer
interaction, but the focus is on the object rather than another child
 Associative play (ages 3-4)- a child goes in and out of the play with other
children, uses same toys and participates in the same activity, but in his
own way
 Cooperative play (ages 4 and up) – group play that involves organized
ideas, assigned roles, taking turns, making friends, organizing games and
activities