Ethnographic
Curriculum
Evaluation:
YWCA Creative Nursery
School
Niloufar Rezai
ECE 504 Curriculum
Dr. Jeffrey Trawick-Smith
October 30, 2008
Ethnographic Study of a Multi-Age Preschool Environment
Over the last five weeks, I have devoted much time to conducting an informal study of my
preschool classroom environment. While over the course of eight years, I have made minor
modifications, this study has led me to take a fresh, new, and unbiased look at many aspects of
the space and its surroundings. Below, I will share the results of my thorough in-depth analysis
of the classroom environment based on observation and significant reflection.
After I describe the method of data collection, the study will begin with an introduction to the
program including location and enrollment. This information is relevant as it sets the tone for
some of the program decisions we make as I will highlight in turn. Subsequently, I will examine
aspects of the environment including ambiance, spatial and social density, and arrangement of
learning centers. This information will provide further background knowledge which will be
helpful when reviewing the following sections on learning center choices, materials, and
schedule in the program. Finally, I will conclude with recommendations as well as
commendations based on my findings. Additionally, I have attached an Appendix consisting of
a computer-drawn room diagram as well as pictures with captions to assist the reader further
interpret the document.
Data Gathering
In order to conduct an in-depth descriptive study of the classroom environment including
physical space, materials, schedule, I relied greatly on observation. However, it must be noted
that it was necessary for me to examine every detail of the classroom environment with a fresh
point of view as opposed to a teacher accustomed to her classroom of eight years. By making a
conscious decision to be an open-minded observer, I had to separate myself from the strong
emotional bond to the classroom I helped to set up, maintain, and modify regularly.
As of the first week of September, the start of our school year, I have been paying careful
attention to the use and flow of our classroom by students, families, and, teachers. As a new
environment to most of the children, it became a wonderful opportunity to examine their comfort
and experience within the setting gradually over the first few weeks of school. For example, one
of my new students on his second day back, asked where the dinosaurs that he spent time
playing with were located. Upon his next visit, he went right to the shelf that I had directed him
to the previous day. It was fantastic to observe that he felt a sense of security and
empowerment in his ability to locate his favorite item in the classroom independently. This
example underscores the importance of a predictable and well-organized environment to
children in building confidence and independence. Examples of observations such as the
aforementioned anecdote are included as part of the data in the study. In addition, I recorded
observations such as traffic flow, ‘popular’ versus ‘unpopular’ areas, and experimenting with
slightly changing one aspect of a center and noting any difference in its usage. The findings
have culminated into a comprehensive review of the classroom environment.
Below, the reader will find the results of the ethnographic study based on recent data gathered
from observation and reflection. As I address each aspect, I will point out observations I have
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made, changes, if any, I have made or plan to make. The most important element to keep in
mind is that room design is an ongoing process. It is important to maintain a safe, stimulating,
and easily accessible environment yet, it is necessary to update and make improvements based
on the needs of children which may change from year to year as well as regularly within a year.
Continual observation, monitoring, and consideration of children’s input are important
components of meeting this goal.
Introduction
The YWCA Creative Nursery School is located in Manchester, Connecticut and has been
serving children and families for close to 60 years. The program came into existence as a result
of the needs of mothers in the community. In the 1940s, many mothers needed a safe place to
care for their children while they took classes, worked, volunteered at church, etc. As a result,
the Creative Nursery School came into existence. The program is sponsored by the YWCA, a
nonprofit organization, which embraces its mission statement to eliminate racism and empower
women. Our community, rich in both ethnic and socioeconomic diversity, is the perfect canvas
to carry out this guiding principle. From its conception and into the future, we strive to meet the
mission statement to the best of our ability.
Program Information
Location
Our program is located in the historic Community “Y” building on Old Main Street next to the
Whiton Memorial Library. We rent our space from the town of Manchester and share the facility
with their Parks and Recreation Department. In addition to children and families visiting the
building, there is a large senior population who frequent the facility daily to take part in the many
recreation classes offered in the fitness center (downstairs) and the gymnasium (across the hall
from our classroom). The building also houses a YWCA administrative office which handles
billing and enrollment for our preschool as well as our before- and afterschool care programs in
the community.
Enrollment
The YWCA Creative Nursery School is a part-day (9:00-11:30 am), multi-age program serving
children from ages three to five. Children in our program have represented a multitude of
nations, languages, and cultures. In addition to serving families new to our community, we
serve families who have a long history in Manchester. Many times, we have had the opportunity
to teach children of families who themselves had attended our program many years ago. We
also work closely with local agencies by referring children and families who have individual
concerns and needs.
Currently, we have fifteen children enrolled in the program: nine boys and six girls. Half of our
students either attended last year or have an older sibling who recently attended. As most
years, we are serving families from a variety of countries such as India, Bangladesh, Ghana,
and the Island of Puerto Rico.
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Teachers
I am honored to enter my eighth year as Head Teacher/Director of this program which has been
referred to by Manchester Life as “a hidden gem.” During my first seven years, I worked with a
twenty-five year veteran Teacher’s Assistant. She is a special and rare individual who recalls
details of children and families in the program from her first year and beyond. Making important
family connections in loving and caring ways is the first and most important quality I inherited
from her as it guides my teaching philosophy. After her retirement, we hired a new teacher right
out of college bringing enthusiasm, energy, and a willingness to grow professionally
Ambiance
The components below address the important elements of ambiance including: the entryway,
color, décor, lighting, texture, noise, and their contribution to creating an inviting and familiar
space where children and their families feel safe, welcome, and valued. Ambiance impacts
children’s overall classroom and school experience as we will review in turn.
An important aspect of ambiance which is not visible but in my opinion, is the most important
feature is classroom climate. I am not referring to the temperature although it is necessary to
be comfortable physically. Instead, I am speaking to the overall warmth and security that
children and families deserve upon entering the classroom assuring them they are valued,
cared for, safe. Creating a warm classroom climate can take on many forms such as a greeting
or other forms of culturally responsive communication. I greet each family member at the door,
ask each child how he/she is doing, and address their caregiver and make a connection
whether in the form of a simple ‘hello’ or following up on something they may have shared with
me earlier. For example, Samantha’s father, a stay-at-home dad, had felt comfortable enough
to ask me my thoughts on his newborn’s sleep pattern. On this day, I greeted Samantha and
after she ran off to her center, I asked dad, privately, how things were going at home with the
new baby. This dialogue illustrated to her father that I genuinely care about Samantha and her
family which will help us continue building stronger partnerships as well as add to a warm
climate. It is also crucial to underscore the fact that not all families may welcome dialogue due
to cultural differences or personal preference. Taking the time, prior to enrollment, to meet with
families individually gives me a great amount of insight into family background and willingness,
or unwillingness, to share. The key in creating a warm climate is to learn about individual
families and their preferences and respect their choices.
Entryway
The adage “You don’t get a second chance to make a first impression” highlights the importance
of a welcoming entryway as it is the first thing children and families see when they come to
school. There are two entrances into our building; the main entrance is in the front of the
building with numerous demarcated parking spaces overlooking busy North Main Street.
However, most of our families use the more child-friendly entrance at the rear of the building
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which is much safer due to less traffic. Instead of seeing cars in a parking lot, children are
greeted by a beautiful weeping willow tree and our school’s playscape. To the left is the
Manchester Whiton Memorial Library; a familiar landmark which can act as a friendly sight to
children and families as they enter preschool. When families ask where we are located, I
typically begin with “Right next door to the Whiton Library” and most times, they respond “Oh,
we go there often. They have story times.” For those who are new to the community or this
part of town, it quickly becomes a memorable and joyful place where children typically ask to go.
As the reader will note further in the study, we make use of the community and our
surroundings, such as the library, within the program. My hope is that the first impression as a
family walks into the building is one of comfort and familiarity which carries over as they enter
the classroom.
Once they pass the playscape and library, they enter into the Community “Y” building lobby
where many families with young children in Manchester sign up for town-related activities such
as swim classes, Right Start programs such as soccer, T-ball, etc. Again, for the majority of
families we serve, the building is a familiar space. For our new families, it is a wonderful
opportunity for me to introduce them to the persons running Parks and Recreation. Having a
good relationship with the department has served us well i as it allows us to work in conjunction
to help families conveniently find and register community activities.
Just to the left of the entrance, families will find a double door entrance, with window panels,
into our classroom. The dark wood doors are original to the hundred year-old building. They
can be viewed as warm and cozy or dark and dreary based on personal taste. I have decorated
the door with a few, both attractive and utilitarian, items such as a picture/word schedule, our
Mission Statement, a notice for visitors to sign in at the Main Office, and a reminder that we are
Nut Free. The picture/word schedule is useful as I have noticed many families reviewing it with
their children when they arrive early or on their way inside the classroom. The schedule is
serving an important purpose; it reinforces our daily plan for caregivers, preschoolers and
younger children (potential preschoolers).. Aside from the comfort of knowing the sequence of
events, literacy, through reading and sequencing events happens before they even enter the
room. Another fun thing I do with the schedule is I switch out the pictures each year. When I
know I will have a sibling or relative of a former student, I will use his/her photo from their
attendance year on the schedule. I have noticed children get equally excited, if not more so,
when they see a picture of their older sibling, than seeing their own photo. Little details such as
this can have a large positive impact on families such as smoother transition into school as well
as a sense of connectedness. A few weeks ago, a former student, now in second grade was
delighted to notice his picture on the schedule as he dropped off his preschool sister. He
remembered exactly what he was doing when that photo was taken and it sparked conversation
among himself, his father, his little sister, and me.
Seemingly simply items on an otherwise old door can have a positive impact when chosen
carefully and thoughtfully. The entryway, both inside and outside, contributes what I want to
communicate; you are welcome here, it is safe, comfortable, and we value you and your family.
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Color
Color is a key component to ambiance and overall feel of a room. There is a fine line between
wanting the colors to draw children’s attention and too much color which can be over stimulating
to most children. The soft yellow walls with white moldings color is perhaps one of my favorite
features of the space. And, when looking up at the ceiling, one will find a soft shade of blue
mixed with white clouds and randomly placed birds painted in a very subtle manner by a local
artist. This moderate distinction is easy on the eyes and not over stimulating for most. It takes
a while for children to notice what is above them but when they do, they are captivated. The
first time most children noticed it this year was during a group time movement activity. Since
then, I have witnessed several students walking around and counting the birds, skipping with
‘wings’ apart like a bird, and even one student was trying out birdcalls (his father does this as a
hobby).
The same local artist also painted a floor to ceiling tree, with a little monkey hanging off a
branch, in the corner of our room where we have our Cozy Corner. It is a pure joy to look over
and see a child nestled among a pillow, reading, or just gazing at the tree above. I will refer to
this center area in greater detail in later sections.
Décor
Décor is an area in which personal preference can impact some of the conscious and
subconscious decisions we make as teachers. This is one instance where my minimalist style
competes with the desires of families to see art work all over. I know that this is true for most
families as I see them come in and scan the room until they find a piece of their child’s artwork
hanging up. As a parent, I understand and appreciate that busy walls (sometimes) reflect busy
hands. While I agree that a certain amount is acceptable and looks nice, I believe that too much
can add to overstimulation just as wall color. Additionally, I do not have much lower wall space
to display art at children’s eye level. Much of their work is posted a bit higher against my better
judgment, due to lack of space. To address this, I have a system where I ask the children to
make a choice: Would you like to take it home? Would you like to hang it up? If they choose to
hang it up, they can pick a place. I show them that some spots are higher than others and
casually incorporate math and measurement while allowing them to take pride and ownership of
their art as they choose a display location. We are at the point in the year where children are
able to help themselves to tape and place their art where they like independently. Many times,
their three-dimensional structures (in the form of blocks or Legos™, clay) are display readily on
a shelf.
Other décor in the classroom is functional in the form of center signs, material signs, and
number of people in each area demarcated by multicultural face diecuts. Finally, I have
included around the perimeter of the room in the writing center, an alphabet poster as well as
the alphabet in sign language. I have observed so many children this year drawn to the sign
language cards as they try to replicate the letters. The teacher I team teach with knows
American Sign Language and has been using this interest to teach the children some phrases in
sign.
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Lighting
Thankfully, the mural and wall color detract a little from the industrial fluorescent lighting fixtures
we use to light our classroom. The lights take a cozy classroom, which was once someone’s
living room, and add an institutional feel to it. State licensing guidelines require us to maintain
a minimum lighting wattage in our classroom as determined by a licensor every other year. On
her last visit, she determined our lighting needed to be more intense. We have yet to remedy
the situation and have proposed she returns on a sunny day when our eight large windows let
the sunshine pour into the room. On many sunny days, we turn off one set of lights and the
room fills with adequate and natural brightness. I have noticed a calming effect when we are
relying on natural lighting exclusively during a portion of the morning. I noted recently that the
days when we all have a bit more energy than usual, the natural light from the window (still
plenty bright), soft music without lyrics, some additional sensory experiences (such as ‘flubber’,
‘clay’) alleviate some of the frenzy until we go outside. This observation combined with
research supporting positive effects of natural light on health and brain activity are worth
considering and bringing into programs more regularly. The only caution I would cite is to be
mindful of the difference between full natural lighting and dim or almost too dark. Good
judgment on the part of a teacher must be used to make the appropriate determination to
ensure the right balance.
The ability to add some task lighting in the way of floor lamps, table lamps, or even cover some
of the fluorescent lighting would be greatly welcome. I recently asked one of our parents who is
a Captain at the firehouse about these alternatives to fluorescent lights, who after speaking to
the Fire Marshall did not recommend the suggestion.
Texture
Providing a variety of textures through surfaces, materials, and even storage of materials is
important to creating and maintaining pleasant ambiance. To appeal to senses as well as
create balance, it is necessary to provide different textures such as hard/soft areas. Surveying
the classroom, I noticed many person-made materials such as plastics (Legos™, Unifix™
cubes, and so on). To offset this, I decided to replace plastic cabinets in the dramatic play area
with natural wood to help balance some of the plastic/non-natural materials. In addition to the
warmth and added familiarity, the gradations and imperfections of wood adds visual appeal
without being overpowering. In addition to sight and feel, wood and other organic items, have a
distinct smell and sound. I observe, almost daily, children irresistibly banging maple wood
blocks together just to hear the sound. Other organic materials I rotate in the room include
sand, sea shells, home-made dough, clay, water, river rocks, seasonal items such as leaves,
acorns, seeds, straw, just to name a few. While many of our plastic and person-made teaching
materials have natural organic counterparts available in specialty catalogs; it is not a costeffective option for a non-profit organization such as ours. Additionally, if I were to replace
everything with organic materials, it may lead to uniformity and imbalance. Many of the
nonorganic items we have are an important and integral part of the classroom as we will see in
the materials section of the study. And, moreover, I observe daily, that children are highly
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attracted to many of these colorful items and replacing them is not an option but balancing them
out is a reasonable solution.
It is equally important to balance many of the hard surfaces with soft options. The range and
availability of texture adds choices children can make as well as provide tactile experiences vital
for all developing children. Our floor is wall to wall industrial carpet and offers a relatively soft
area for children to sit in any part of the room. I will speak more to this in the final section of the
study addressing Recommendations/Commendations. Our Cozy Corner also offers soft options
for children. The area has some oversized pillows as well as a few home-made throws adding
to the overall warmth. This is a place to retreat to when the classroom may become
overwhelming or if someone just needs personal space for a while.
Noise
Acceptable and tolerable noise levels vary from individual to individual. It goes without say that
a classroom too quiet or too noisy may be indicative of a less than positive environment.
Finding that right balance is what teachers, such as myself, strive to do. From experience, I find
that I have to adjust from year to year, my own acceptable level of noise tolerance (within
reason) based on the students and their dynamics as a group. For example, this school year, I
have found that I have some high energy young boys in the classroom who like to engage in a
great deal of dramatic play involving numerous sound effects. As a teacher, I want to ensure
that they have the appropriate space to engage in their play in an acceptable manner with
respect to everyone in the classroom. I will focus more on this in the Classroom Arrangement
portion of the study.
I will add that sometimes the normal background sounds of the classroom are interrupted by a
few seconds of silence which seem like an eternity. Everyone will be playing and all of a
sudden, as if planned, you can hear a pin drop, and then the noise resumes. This does not
happen too often but when it does, I find it very uncomfortable and unnatural. It makes me stop
and ask myself “What is happening?” This example proves the importance and value of “busy”
noise, as I call it, in a classroom. Occasionally, I will put on music during center choice time,
however, I am selective about what I put on. I like music without lyrics in the background as
opposed to songs with lyrics. I think it blends in better and becomes a part of the room rather
than in competition with the children.
Physical Environment
Next, we will turn our attention to the many aspects of the physical classroom environment. In
this section, I take the reader through an in-depth study to some of the elements working
together to create physical space including: spatial and social density , grouping, arrangement
of learning centers including their size, shape, partitions, and pathways. These components
work together to create a physically inviting, predictable, and safe surrounding. Below, I will
examine each of these aspects in turn while providing changes I have made or plan to make as
well as reasons behind them.
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Spatial Density
The National Association for the Education of Young Children (NAEYC) proposes 35 square
feet of usable space per child in a preschool setting. Our room measures 30 by 30 square feet
or 600 total square feet of space. Given that we serve fifteen children, this allows 40 square
feet of total space per child, and after accounting for furniture space, we are left with 35-37
square feet of usable space per child. Seeing the room completely empty without furniture or
children, the space seems vast. However, once the centers are added along with the partitions,
the room becomes comfortable and manageable for children. As we will see in greater detail
when reviewing the organization and partitioning of learning centers, the large room is replaced
with cozy pockets of space where children choose to attend.
To address the spatial density portion of this study, I looked for signs which may suggest that
the space is too large or too small. Aside from minor rearrangement of a table or divider in a
couple areas to limit running, I have not noticed issues with our space being too large or too
small. Children seem to easily maneuver around the room without obstruction in their way, for
example. Additionally, by adding two centers on either side of the entrance as children and
families enter, the size of the classroom appears more manageable and less intimidating to
children.
Social density
Large group size (considering adults as well as children) can negatively impact children’s
outcomes in a classroom setting. For example, high social density can lead to aggression and
overstimulation. While state licensing allows us to accommodate up to twenty children with two
adults, I prefer a smaller group size given our space considerations. The years in which we
have served twenty children, small and large group activities were somewhat compromised.
From experience, I recommend sixteen, plus or minus two students, as an ideal number to be
able to adequately conduct in-depth inquiries, meet both individual and small group needs
effectively, and most importantly, get to really know individual children and their families.
Currently, we have fifteen students with two adults and I am finding this number much more
conducive to spending more uninterrupted (or less interrupted) valuable time with small groups,
individuals, and families.
Adult to child ratios can also negatively impact child outcomes as too many adults in a room can
hinder children’s social interactions with one another and limit their independence. With high
adult to child ratios, child-directed play, such as those associated with dramatic play, can
diminish, in turn hindering language development. The current ratio we have of one teacher to
eight children has many benefits. This ratio allows for students to interact with one another
rather than primarily with adults. Yet, adults have the opportunity to engage in small group
activities and still manage daily classroom concerns effectively.
In addition to social density considerations, the amount of materials and activities available to
children has significant bearings on outcomes. For example, limited materials can lead to less
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than desirable behaviors such as aggression while too many materials can impede interaction
among children. Therefore, I have taken steps to ensure that there is an adequate quantity of
materials and activities for children to become engaged but not overwhelmed which I will
elaborate on further in the portion of the study on learning centers and materials. To address
density for this portion of the study, I will state that there are enough materials to both facilitate
social play as well as for a student to work independently if he/she chooses.
Grouping
As a proponent of small and cooperative group activities, I implement its use frequently in our
program. Small group activities afford me the opportunity to work with an average of four to five
students (sometimes more and sometimes less depending on the activity) and investigate a
concept. The composition of groups varies based on what I am trying to accomplish. For
example, it may be the same group over a period of a few days or it may be completely different
in number as well as members. Small group activities can also allow me to purposefully
combine groups of students in order to teach or reinforce a concept or merely facilitate social
interactions and scenarios.
In addition to teacher-led small group activities, I am an advocate for children-led (teacher
created) small group activities. The activities may begin with ‘simple’ tasks and develop over the
course of the year as students become comfortable and obtain greater understanding, skill, and
confidence working in groups. For example, a relatively simple group task I recently suggested
to a small group (consisting of a child who has difficulty transitioning and a child comfortable
with transitions) was to work together to complete a puzzle which eventually had to be put away
at clean up time. With my support as I checked in and provided verbal praise and
encouragement, the puzzle was completed and both children were able to transition to the
carpet area successful and with a sense of pride in accomplishment while working together.
The one constant of grouping that I maintain is that the groupings are heterogeneous. Teaching
in both a multi-age and multi-cultural classroom, adds many possibilities to the multitude of
ways I can combine groups. After careful observation, I take into account skills I want to
address for a child or group of children before creating these groups. Sometimes, it may take a
few different combinations before group membership begins to show outcomes I was hoping to
produce.
Arrangement of Learning Centers
In addition to reflecting on the elements of ambiance and density, I have spent a great deal of
time observing physical aspects of the learning centers which are a vital part of the classroom
environment. While teachers lack direct control of classroom size such as aspects of density
already discussed, there are ways in which the set up of the room can alleviate some of the
problems which may arise from density issues. During observation, I studied the logical
organization of learning centers, their size and shape, partitions separating centers, and the
pathways in and out of centers.
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Logical Organization of Centers
Appendix A reveals a diagram of the classroom and a coherent organization of learning centers.
I have tried to place similar centers together in order to; provide loud and quiet areas for
children, provide children the opportunity to share materials between centers, and ease
classroom management in a manner in which children are more likely to be successful. The
centers have been grouped based on loud/quiet principles, messy/neat centers, and overall
compatibility.
Quiet/Noisy
Traditionally quieter centers such as the Writing Center, Cozy Corner, Listening Center, and
Science Center are grouped together away from the more active areas, such as the Block Area
and Dramatic Play Area. This organization allows for children engaged in quieter activities,
such as reading, writing, sciencing, to have the ability to do so without distractions from louder
activities. In turn, children in the more active areas can continue their play without worrying
about their noise level.
It should be noted, however, that there may be occasions where centers farthest from one
another with opposing noise levels, still may share a compatible element. For example, after
reading a flannel board story The Three Little Pigs, a few children wanted to try to build houses
and ‘blow’ them down in the block area. I reminded them that they can get the book from the
library and take it over to the blocks for reference. Another student wanted the flannel board
there as well. I was excited to see that the materials being used in areas other than those
designated for quiet areas. I was equally impressed with the children’s ability to problem solve
and use the materials appropriately to enhance learning. This anecdote suggests evidence that
the arrangement of centers and logical placement of materials is readily accessible to students
to enhance and direct their learning.
“Messy”/”Neat”
Logical organization of centers also takes into account arranging “messy” centers together and
away from “non-messy” centers. This allows children to get creative without fear of getting paint
on surfaces not meant for it. There are a few minor inconveniences associated with our
“messy” centers. For example, while our art, paint, and easel are all near each other, the sink is
around the corner making washing up somewhat challenging. As the diagram in Appendix A
will reveal, children have to walk around the corner and into the bathroom in order to wash up.
Additionally, as I will address further in the Recommendations section, the entire classroom,
including this area, is covered in wall to wall carpet making it less than ideal for the purpose of
this center. Despite these problems, the children use this center appropriately and are doing a
wonderful job adapting to the limitations which are perhaps more of an inconvenience to the
teachers than students. In fact, the center has facilitated the use of independence skills as well
as creating more opportunities for children to help one another. I notice children assisting each
other pick Play-doh™ off the carpet as well as some of our older students helping the younger
ones covered in paint en route to the bathroom.
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Considering Center Placement to Increase Use
Careful observation of students during choice times can help a teacher make modifications to
address unbalanced center usage patterns by groups of children. To illustrate, I will use the
example of the blocks and the dramatic play centers adjacent to one another. These areas
traditionally invite boys and girls, respectively, into the centers. However, by placing the centers
next to each other, boys and girls are more likely to experience both centers. Similarly, when
teachers take note of centers which are getting used, or not used, by one group or another, they
can think of creative measures to address this. Our wooden dollhouse is a good example of
materials which can invite differing groups of children into centers. After taking note that the
majority of girls would rather play in the dramatic play area, I moved the wooden dollhouse into
the blocks. This has sparked an interest in a few of the girls to enter the block and in doing so,
they have begun using other materials in the area to extend their play. They used the materials
to make elaborate cities from their house. Similarly, the dollhouse is now greatly used by the
boys in the blocks stimulating a different kind of play in the blocks (i.e. nurturing, caring).
Size and Shape of Centers
Having a variety of sizes and shapes among centers is ideal. It can add to the initial attraction
power of an area as well as provide appropriate spaces to play and learn. Often, the size and
shape of centers in the classroom is dictated by the purpose of the center as well as the needs
of the children. I believe it is important to be ready and available to make minor changes to suit
the children’s purposes. For example, this year, I have students who really enjoy building
elaborate structures in the block area. This interest is relatively new to this group as their
interests in the beginning of the school year were divided among the dramatic play area, the
reading area, and the art area. As a result, of their newfound interest in building using all the
blocks, I have had to widen the block center to provide the necessary space. Fortunately, the
method of partitioning (as will become evident below) and relatively ample space affords me the
opportunity to make accommodations as needed.
I especially like the Library/Writing/Cozy Area which is a large rectangle area yet has smaller
interesting shapes in it. For example, the Cozy Corner is just that; a triangular shaped corner
yet, it is still nestled within a rectangular area offering a bit more privacy. The remaining
centers, while slightly varied, could benefit from minor modifications to increase variety as I will
speak to in the Recommendation section
Partitions and Pathways
Learning centers within our classroom are portioned according to Moore’s Modified Open Plan
Design. Centers are defined on two or three sides, divided from rest of room, still allowing
visual access to parts of the room. Low, easily moveable shelves used as partitions make the
visual access possible yet, if children are sitting, they have more privacy than if they were to
stand. The blocks and dramatic play area are wonderful examples of how the shelves serve to
both define spaces yet still allow children in the two different centers opportunities to socialize
about activities across center. In an effort to avoid the corral effect, I have tried to create a
balance between openness and privacy for each center by leaving at least two sides open for
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easy passage as the classroom diagram reveals The exception to this is the block area where
children prefer a more enclosed area to protect their structures from other little feet.
The partitions and their arrangement impact the pathways between centers. In order to avoid a
maze-like effect, I limited the partitions, when possible, to two sides as opposed to three. Most
centers, except for blocks and dramatic play, have two ways to enter and exit. While observing
children during Choice Time, I did not notice children having difficulty going between centers.
This mobility is important as it adds to independence and further exploration of the classroom
and materials. Additionally, it is necessary to give equal consideration to our many families who
have a younger child in a stroller when they drop off/pick up their preschooler. It is important to
be able to accommodate them with adequate space during drop off and pick up times. This
adds to maintaining a climate in which families feel welcomed. Also, I have the flexibility, and
space, to create wider pathways should there be a need to make the space accessible to a
person in a wheelchair.
Learning Center Choices and Considerations
Now that we have a sense of the logical arrangement of centers and partitions, it is possible to
begin to review the center choices available to the children. Below, I offer an in-depth review of
each center including a sampling of types of activities (self-directed/self-correcting, selfdirected/open-ended, and teacher-directed), observational anecdotes, and, when applicable,
evaluate whether modification is necessary and if so, how has it been or will be carried out.
Large and Small Group Meeting Area
This center, referred to as “the rug”, is located in the front of the room and serves as a functional
multi-purpose area where children can engage in a variety of activities. In addition to the large
group meetings, this area, marked by a large round alphabet carpet, invites children to make
floor puzzles or match up bean bag letters to the letters on the carpet (self-directed/selfcorrecting), retell a story on the flannel board (self-directed/open-ended or closed-ended), as
well as provide space for a teacher to share a story and reinforce a concept in small or large
group (teacher-directed).
Accessible materials in the center include books, puppets, flannel and wipe boards, small bean
bags, musical instruments, and other open-ended items. Upon observation, I have taken note
that students have been bringing materials, such as puzzles and Lincoln Logs™, to this center.
It adds another large space to our classroom quieter than the blocks yet a bit more active than
the Cozy Corner. It complements the Cozy Corner well in that if a student is in that space,
another group has an alternative area to share a book without disturbing the child who is
seeking a brief period of solace.
Science
The Science Center is the newest addition to our classroom which came about as a result of
necessity. Due to space considerations, our science center was embedded into the Puzzle
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Manipulative Center where I would add and rotate science-related materials. At the start of the
year, I noticed that this center was very popular with many students limiting the amount of room
students had to spread out their materials. By the end of the second week, I went into the attic,
found a small round table and a small bookshelf with a wipe board on one side which has
become the partition for the new center. Effortlessly, the Science Center now has a designated
space with materials such as rocks, leaves, sea shells, magnifiers, scales, color paddles, etc. It
lends itself well to self-directed/self correcting activities (sound boxes to match), and selfdirected/open-ended activities by adding materials such as wipe boards and journals.
Additionally, I lead activities in this center with small groups of students such as sorting and
categorizing leaves.
Currently, the center is located by a window near the doorway as children and families enter the
room on their way to sign in. I decided to use this awkward location to my advantage by placing
interesting artifacts as simple as acorns or river rocks, on the table each morning for children
and families to explore as they come in. Expecting a different artifact at the Science Center
each morning has become a part of the morning ritual. I plan on implementing a variation of this
in the near future in which I place the artifact in a feelie box and ask children to guess by writing
or drawing their response before we reveal the item during group time.
The addition of this center was quick, easy, and affordable and the benefits of it far out way the
minor inconvenience of a slightly cramped corner. It has freed up space in the Puzzle Area as
well as provided a distinct science area where children and families can choose to share in a
brief inquiry as part of the morning ritual or during choice time..
Dramatic Play
The Dramatic Play Area is one of the most used areas in the classroom. Typically, we begin the
school year with the center as a housekeeping area and gradually introduce other dramatic play
options. After observing the students grow restless with the housekeeping area a few weeks
into the school year, I determined it was time to pull out one of the many dramatic play boxes I
have created over the years; a veterinarian center. The majority of activities in this center are
open-ended giving children opportunities to explore different roles while developing important
social and cognitive skills such as negotiating roles and language development.
This is an area in the classroom that has a limited number of teacher-led activities. In reflecting
over reasons why, I have come to the conclusion that I like this area to remain a place where
students are creating their own dialogue and scenarios. I like to take note of how children are
going about organizing their play, the types of situations they are creating, language they are
using, who typically takes on leadership roles, and so on. My limited management of this area
is in the form of occasionally combining groups of students in order to meet a specific goal (i.e.
cooperation). Asking children to sort items by a given characteristic (i.e. weight, color, fruit or
vegetable) are examples of how I have begun to incorporate closed-ended activities into this
otherwise open-ended center.
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Writing Center
Based on experience, the Writing Center is not a highly used center until later in the school
year. In an effort to change the pattern this year and make the center attractive early on, I have
added exciting and fun writing implements such as rainbow crayons, glittery markers, crayons of
varying sizes and shapes, stamps and neon-colored ink pads, and magnetic letters, and wipe
boards. It wasn’t until I added an assortment of envelopes and packing material (usually
reserved for our Mail Center) that the center has been both attracting children and holding them
there. I traditionally reserve the Mail Center to later in the year, however, after stepping back
and looking at the room with a fresh perspective as I have been doing for this study, it occurred
to me to put it out in the early part of the year. The result has been positive as children gather
to write letters and deliver them to friends and family. The center provides activities which are
self-directed-open-ended (drawing) and closed-ended (writing names), and teacher-led (making
a class book).
Privacy
Research supports the positive impact private/retreat spaces have on children in an early
childhood classroom. Having spaces where a child or two can withdraw from the environment
briefly, but still look on, is a great way to regroup while remaining connected with peers. Our
Cozy Corner provides a quiet getaway space for children in our classroom. Below I describe
the center and its use as well as offer an anecdote of one student’s experience.
Cozy Corner/ Library
This is my favorite learning center both aesthetically and pragmatically. It is inviting, cozy, and
quiet and will remain child-centered/open-ended. Children can find moments of solace here,
read with a friend, listen to a book or music, or share a story in the area with a small group while
still connected to the rest of the classroom. The area serves as a ‘library’ in that there are many
books as well as cozy area. However, books are not limited to this area as they can be found in
small baskets in every center of the room.
Due to the fact that it does serve a multipurpose (as library, listening center, reading area), I
would like to incorporate an area as a designated Getaway Space in the future which is more
private than the Cozy Corner. However, as I will reveal in the Recommendations section, there
are challenges associated with doing so. For the time being, the Cozy Corner is managing to
provide enough of the getaway space and quiet that children may seek during active intervals
as well as accommodating students who want to read.
Samantha, a four-year old little girl in our preschool, has sensory integration concerns and the
activity in the class occasionally overwhelms her. Before I introduced her to the “Cozy Corner”
a week into the school year, she would sit at a table and bury her head in her arms for a few
minutes each morning. After a few days of her doing this at random times during, I decided to
use her love of books to persuade her to come to the soft cozy area. As she nestled up on top
of some blankets and we read a familiar book, I shared how I like to sit under this tree for a few
minutes when I get tired. I showed her a few stuffed toys and said she could read to them
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whenever she wanted. Samantha now visits the area several times a week for small intervals
and returns to the large group. She is sometimes reluctant to visit the center if other children
are there, however, with support, she is able to enter the area.
Indoor Large Motor Area
Given that space is usually at a premium, indoor large motor areas may not be an option for
many schools. Physical activity is important to children’s development and learning as research
repeatedly shows. Therefore, considerations of indoor play spaces which can accommodate
activity are essential, especially in New England where inclement weather persists. While there
is no specific center within the classroom designated to accommodate gross motor activity, we
have access to a large gymnasium across the hall. Our partnership with the recreation
department allows us to use this space when available. We bring accessories and equipment
for children to engage in a host of group games building both cooperation and large muscles.
In addition to our access to the gymnasium, the furniture in our room folds up relatively quickly
and easily to accommodate large motor activity. This school year, for example, a parent of one
of our students visits us weekly for yoga with the children. When she visits, we fold up the
cabinets to make better use of the space. As I will address in the Recommendations section, I
would prefer a stationary indoor large motor area in the classroom with regular child-directed
accessibility.
Outdoor Play Area
Our Outdoor Play Area provides children with a safe place to engage in large motor activities
with a sandbox, climbing and riding choices, as well as good space to run and hide. Since we
do not have to share the playground with another class, we have flexibility when we need to
reschedule, add in, and extend outdoor play times based on the needs of students, and special
planned activities. The playground is a little bit of nature nestled into the relatively busy city as it
provides opportunities to investigate trees (some growing randomly in peculiar areas), insects,
worms (deep in the sand), just to name a few.
I have been observing children’s outdoor play greatly this school year. I have become
fascinated with how they organize their outdoor play versus their indoor play and trying to
understand reasons for the differences. There is a liberating sense of freedom outdoors as far
as children’s bodies are concerned. We have a very energetic group of boys (the first year that
my boys outnumber the girls) who no longer need to worry as much about “controlling their
arms, legs or about “walking feet” as they are free to incorporate gross motor, dramatic play,
nature, and up and down spaces in one area as they run, jump, and hide.
Blocks
One of the more active centers, the Block Area, consisting of a unit of natural-colored maple
blocks, is traditionally a student-directed open-ended center. I rotate accessories, such as
pretend animals of various sizes, packing materials, twigs, leaves, etc., based on the students’
interests. While I enjoy watching children build elaborate structures and anticipate hearing
about their representations, I have been experimenting with ways to incorporate more closed16
ended and teacher-directed activities in the Block Area in an effort to balance the open-ended
activities generally found here. Several activities I have introduced include using pictures from
books and asking children to recreate them, using blocks with domino numbers and creating a
domino game, for example. Children did not seem to lose their enthusiasm over the blocks as I
introduced these formats in small groups of three or less, however, it felt odd to me at first.
After careful reflection, I determined that I am not stifling their creativity by placing closed-ended
parameters on their block play. I am guiding and facilitating other types of learning to occur
among groups of children such as cooperative learning and problem solving.. In fact, I can use
the Block Area’s popularity to gain greater access to some students who may be reluctant to
partake in teacher-directed and closed-ended activities in other centers.
Art
Similar to block play, art is typically a student-directed and open-ended center. Just as with the
blocks, I value the conversations children and I share about their art work yet, I appreciate the
importance of balancing this center with occasional closed-ended activities, as well. Making a
distinction between “art” and “craft” has made it easier for me to inject some more closed-ended
activities at the Art Center. I view “art” as an open form of expression and “craft” and a productoriented project. While my personal preference is to allow children to explore materials and
foster self-expression through various art mediums, I have taught myself the importance of the
special closed-ended “craft” on learning opportunities as well as gathering information I can add
to assessment portfolios. For example, recently, I used a product-oriented project (an apple
craft) to help me assess a few skills such as fine motor skills and following a series of directions
consisting of three steps. I was able to observe and note whether children could follow “first,
second, above, below, etc”, directions as well as introduce, or reinforce, language.
I must note, families appear to genuinely enjoy “crafts” their children have made. After making
an “apple craft” using paper plates, I noted a marked difference in families’ response to this craft
as opposed to open-ended art. Families provided a great deal more dialogue and praise over
the apple craft compared to what, at first glance, appears to be a piece of paper with random
paint splotches on it which elicits the inevitable question: “What is it”?
Puzzles/Games/Manipulatives
Puzzles/Games/Manipulatives, centrally located in the middle of the room, contains table toys
such as board games, puzzles, beads, various counters, and other objects to manipulate. My
favorite characteristic of this center is that it is a rich balance of self-directed/self-correcting and
self-directed/closed-ended activities and materials. Children can enter the area and put
together puzzles of various difficulty levels, play a memory game, sort and pattern counters, or
play with snowflake connectors in an open-ended manner. As we will further study in the
Materials portion, the rotation and variety of materials in this center are key to maintaining its
balance.
Sensory Area
After attending a professional development workshop on sensory materials and their soothing
influence on children under distress (barring any sensory integration concerns), I began to feel
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good about the location of the sensory table in the classroom. The table is located near the sign
in/out area where anxiety is most likely to occur (at drop off, for example). The softness and
fluidity of sand can have a very calming effect as I have witnessed on several occasions. I have
been supporting a child experiencing temporary uneasiness, begin to show relief after talking to
him while his hands are busy in the sand. This is a great alternative for this child as he does not
welcome physical contact. Of course, worth repeating, I made certain beforehand that getting
“dirty” was not of serious concern to the child otherwise, it could add to the child’s discomfort. In
addition to the sand table, I have a smaller empty sensory table reserved for materials such as
rice, pasta, snow, water, etc.
Activities at the sensory table are open-ended yet have closed-ended possibilities. For
example, working with a small group, I asked children to predict the number of scoops it takes to
fill a cup. After we filled the cups, we recorded, compared, and graphed the number, and
compared it to their prediction. I like the ability to incorporate mathematical thinking at the
sensory table due to my interest in the correlation between tactility and increased mathematical
reasoning.
Computer
I have mixed feelings about not having a Computer Center in the classroom. On the one hand, I
support the use of technology in the classroom, and on the other hand, I have to think about our
program’s needs given our part-day status. The children are together for a brief two-and-a-half
hour period during which we are fostering social emotional growth through peer interactions. I
worry, maybe irrationally, that a computer may take away from this short time together. I have
been able to accept this decision for the time being because I know that the library next door is
equipped with a computer with children’s educational software. I take comfort knowing that
those who may not have a computer at home can still access one next door free of charge. In
the meantime, I am reflecting on ways I can introduce a computer so it complements our
program and doesn’t take away from the children’s valuable time together.
Materials
Materials are an integral part of a learning environment and must be given consideration when
equipping a classroom. Below, I will consider the numerous important aspects of materials such
as: Amount, Arrangement, and a balance among Real/Make Believe, Realist/Non-Realistic,
Quiet/Active, Social/Solitary, Open-Ended/Problem Solving, Graded Challenges, and the
importance of cultural considerations when selecting materials. The extensive review of
materials is essential to consider in order to assure that an environment provides balanced
experiences for children.
Amount
The amount of materials a classroom should have for children is one which requires a great
deal of reflection on the part of the teacher. There is a fine line between providing enough
choice and too much choice. Not enough choice can lead to aggression, disputes, too much
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waiting, and general boredom. However, too many choices can be overwhelming, too
stimulating, and result in greater solitary play where children may miss out on important
cooperation skills.
Our classroom has a smaller material to child ratio than that prescribed by Elizabeth Prescott
who suggests a four item per child proportion. Children already have so many decisions among
centers that having too many decisions once they arrive to a center can be frustrating. Not
counting each individual block, writing implement, play food item in their respective areas, our
classroom tries to maintain a two to three material per child ratio depending on the center. The
Puzzle/Manipulative Center, for example, can hold four children and therefore, contains eight to
twelve materials. And among those materials, some are conducive to accommodating more
children than others. The counters, because they are so plentiful, have a higher “share-ability”
factor than a toy such as Potato Head of which there are two. This balance of quantity (lots of
pieces versus few pieces) or “share-ability” of toys within a center lends itself well to solitary or
group play, negotiating with a peer, or choosing a different item all together.
Typically, we begin the year with a ‘less is more’ approach to materials. The environment is so
new to children that I don’t want to overwhelm them with too many materials. To address this
and help them transition, I place more familiar items (Legos™, Potato Head™) on the shelves.
A few weeks in, I begin to add more novel items and increase the numbers of materials
available to children. A few weeks into the new school year, I came to the realization it was time
to add more items to the centers when I noticed some wandering, restlessness, disengagement
among some children who typically have been occupied. To address this, I added some new
materials to each center. Several I introduced in group time while others I merely added in
order to observe how they would interact with the item. While I do this every year and many
times during the year, careful observation is required to address the appropriate time to add or
rotate materials as well as centers requiring special attention.
Arrangement of Materials and Accessibility
Materials within the classroom and among centers have a logical arrangement which helps
children with a variety of skills. First and foremost, it allows children to be able to find materials,
put away materials, and sort materials while adding to their sense of independence and
confidence navigating around the room and becoming experts of their environment. In our
classroom, materials are grouped by likeness or function and placed on clearly labeled open
shelves. For example, in the Puzzle/Manipulative Area, puzzles are placed together; counters
are grouped together, etc. In the Block Area, like blocks are placed on a labeled shelf with an
accompanying picture.
As children continue to become skilled in navigating their surroundings and its materials, I
observe them assisting each other with finding and putting away materials. Hearing a statement
such as “that [material] doesn’t go there. It goes here” to their visiting family member or to a
classmate reveals a few points; they illustrate a sense of pride and ownership over their
classroom by caring for it, they are being helpful, and they are showing an ability to sort and
group materials independently and confidently.
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As I observe children making important decisions about materials and their use, it underscores
their growing confidence in their surroundings and a marked sense of independence. For
example, I notice students going to the science center to get a magnifying glass to bring to the
dramatic play center in order to get a better look at the fruits and vegetables. Also, I have
observed students gather the manipulative bear counters and incorporate them into their block
and dollhouse play as “pets”. Actions such as this reflect children’s understanding of what
materials (both real and pretend) can be used for, where to locate them, how to retrieve them
and use them ways and areas other than that which they were intended.
Balance
Balance is an important consideration when selecting materials for centers in order to meet
differing needs, learning styles, and support cognitive and developmental processes. Below I
will briefly review materials in the categories of; Real/Make Believe, Quiet/Active, Social/Solitary
Play, Open/Ended/Problem-Solving, and Graded Challenges. While this study has led me to
closely examine all materials, listing all available items is beyond the scope of this paper
therefore, I will offer a sampling reflective of the balance I strive to achieve across the classroom
as well as within each center.
Real/Make Believe
While scanning the centers, I began looking for a balance among materials which are real as
well as those which are make-believe. I interpret ‘real’ in two ways; in an organic sense and in
a pragmatic sense. For example, materials such as sand, sea shells, home-made dough, river
rocks, and other items found in nature are a type of real/organic items and are available across
centers. In addition, I have included other types of real/pragmatic (not necessarily organic)
items such as magnifiers, scales, flashlights which are housed in the Science Center but move
around as children need them. When real materials are not an option (i.e. vehicles), it is
important to ensure children still have opportunities to engage in pretend play scenarios using
pretend substitutes while trying on a variety of roles. I have made a conscious effort to
introduce ‘real’ items into areas such as ‘real’ pots and pans, in the Dramatic Play Center.
Adding ‘real’ elements into their play has increased the attraction power as they now have an
opportunity to handle materials they see adults using.
Realistic/Non-Realistic Materials
Equally important in achieving balance is the amount of realistic and non-realistic materials.
While items in the Dramatic Play Area are not all “real”, they are realistic representations of
materials found in a variety of settings. After reflecting on ways to inject centers abundant with
realistic materials, such as Dramatic Play, with materials less realistic, I decided to place an
item as simple as a couple of cardboard boxes of varying sizes into the center. Interestingly,
one student brought me the box and asked me to recycle it. That box eventually was decorated
and is now our “Lost and Found” bin. As I observed other children in the Dramatic Play Area
with the remaining boxes, I noted children engaging in imaginative scenarios such as: shopping
and using the box as a way to carry items as they do in some of the larger warehouse-type
stores, creating a bed for dolls by lining them with blankets, trying to crawl into one, and
delivering a package as UPS carrier. This seemingly little addition of a non-realistic item into a
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center filled with realistic materials illustrates the profound impact of the addition of a less than
ordinary item on children’s play.
Quiet/Active Motor
Children’s preference towards quiet and active materials can change daily and therefore, it is
important to meet these needs by providing a balance between these two types of materials. In
our program, children have access to quiet materials such as puzzles, games, art, books,
writing, sensory, and science are balanced with block activity, dramatic play, indoor and outdoor
motor opportunities, as well as music and movement. Our center arrangement (quiet and noisy
centers apart) facilitates the two activities to co-exist successfully within an environment.
Social/Solitary Play Choices
In addition to having choices between quiet and active materials, children require opportunities
to make choices between social and solitary play. In our program, we have many opportunities
for solitary play such as puzzles, art, dough, beading, writing, and so on. Additionally, there are
many social opportunities as found in dramatic play and group time. While it is important to
provide solitary play choices, it is equally important to be cautious when observing children only
choosing these options. If this is the case, teachers must make decisions (i.e. cooperative
grouping) to help facilitate children in making balanced choices between the two types of play
assuming they are developmentally ready. A child in my program often chooses to engage in
parallel play, which at first glance may seem solitary, but for him it is a step beyond playing
alone without others around toward now sitting alongside peers. Therefore, opportunities for
solitary play areas and play materials as well as social play areas and materials are to be
considered.
It is also critical to note providing social/solitary balance is a means of reflecting cultural
responsiveness. For example, given that there are cultures valuing group collaborations over
individual work (collective and individualist culture, respectively), opportunities for both types of
play/work must exist. Cooperative groups, social play opportunities may be preferable to a child
from a collectivist culture versus more individual and solitary options for children from
individualist cultures.
Open-Ended/Problem Solving
Including both open-ended and problem-solving (closed-ended) materials in the various centers
requires a great deal of thought and planning as some centers are more conducive to one over
the other material type. While going through the centers, I began to think of ways to balance
some of the centers which reflect a preference to open or closed-ended materials. While I have
addressed available open/closed ended activities in the detailed analysis of learning centers,
below I will note a couple of centers which I found challenging to balance based on my own
preference for these centers to remain open-ended.
The Block and Dramatic Play Centers were the first areas requiring attention due to the majority
of open-ended materials. In an effort to balance out the Block Center with some closed ended
activities, I provided the students with photos of different buildings and structures. Using
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cooperative groups, I asked them to use a photo, of their choosing, and replicate it with blocks
and other materials they may need from the classroom. Dramatic Play was a bit more
challenging as I struggled with not wanting to limit or disturb the creative nature of dramatic
play. In a mindful approach, I decided to provide baskets and prompt children to sort the foods
in a variety of ways (i.e. color, size). While I did not add materials, I was able to use prompts to
achieve a closed-ended outcome. The centers now have further capability to insight cognitive
processes without losing their ability to inspire creativity
Science had the opposite problem as a primarily closed-ended center with sorting games and
matching games, and sequence cards. In order to address this imbalance and incorporate
some open-ended materials, I decided to add an assortment of writing materials and a variety of
paper pads. Due to the location of the center by the window, a few students have been
recording changes in the tress visible to them. It is important to note that some of the
collections in the sconce center, such as rocks and shells, have taken on open-ended play with
the children. I observed several students pretending the rocks were dinosaurs as they had
made small families using them. Additionally, I noted that they incorporated some of the cards
from the plant lifecycle sequencing game as homes for the dinosaurs.
Graded Challenges
To address different developmental stages, foster independence, build self-confidence, and
create opportunities for children of all abilities to work side by side, it is crucial to provide graded
challenges. A multi-age program such as ours must make sure that graded challenges are
readily available as we serve children at so many different developmental stages. A sample of
graded challenge materials includes; puzzles with and without pegs to assist children still
working on fine motor, puzzles ranging from 5-35 pieces, sequence cards ranging from four to
eight in a series, and memory games which I alter to varying number of possible matches (i.e.
three to ten possible matches).
In addition to building confidence by providing, materials children can succeed at alongside their
peers, graded challenges also help create opportunities for greater group opportunities. For
example, a fire fighter floor puzzle was a little beyond the developmental ability of one student,
however, he and a friend were able to put it together in a small group. This example illustrates
problem-solving (seeking assistance) as well as cooperative learning, and a sense of
achievement, pride, and confidence.
Cultural Relevance
Serving an ethnically and economically diverse community, I am mindful of representing
cultures in a respectful and sensitive manner. Meeting with each family individually during the
months prior to the start of school, provides meaningful insight which make building
partnerships possible. An environment must reflect diversity in order to make everyone feel
valued. However, I am of the belief that cultural responsiveness goes well beyond equipping an
environment with multicultural crayons, paints, paper, etc. Experiences, from families within
our program and community, are what enrich the program and add to the multicultural
environment. It is these experiences which result in positive outcomes and a greater
understanding of the diverse world of which we are all a part.
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One way I bring in diverse cultures into the classroom is by carefully selecting books.
Bookshelves reflect varying cultures, persons with varying abilities, and are free of gender or
ethnic stereotypes. The Dramatic Play, for instance, has cookbooks from several nations with
beautiful pictures as well as diverse pretend food offerings. An event we host promoting
multiculturalism is our International Dinner where parents bring a dish representative of their
culture. Each year, we make a cookbook of recipes from the event and give it to families as well
as place one in the Dramatic Play Area. We also invite a performer to the event such as
renowned storyteller Dr. Mama from Eastern Connecticut State University who was kind enough
to tell some stories. Last year, a child from Peru (who was a student in our program) and her
family did a Peruvian dance during the international Dinner. A family we currently serve recently
returned from Bangladesh with numerous saris in all colors of the rainbow and has offered to
bring them in and let the children use them for dress up. Another parent came in a few weeks
ago during Rosh Hashanah with a shofar and told the children about their family’s celebration.
Before I merely purchase materials to place in a classroom to reflect diversity, I like to connect
with families and the community as they can enrich a program and add to the program’s
multicultural landscape by sharing their cultural background
Schedule
Daily Sequence of Events
Research has shown evidence surrounding the positive impact of consistent, predictable, and
understandable schedules on children’s outcomes such as smoother transitions, greater caregiver attachment, and self-confidence. Children seek and need predictability as evidenced
when children ask me during the first few days of school: “What are we doing next?”, “Is it time
to go outside?” or “When is my mommy coming?” Questions such as these dwindle down as
children begin to settle into the program. A month into the program, I notice uncertainty of what
happens next replaced by anticipation of what is to come. For example, students are now
reminding some friends that we are cleaning up so we can have snack. This understanding of
the schedule takes time to form with consistency as the key to success. While children may not
have a sense of what 10:00 am means, they do know, through repetition, that we will have
snack after we clean up.
After careful observation of my schedule in action and then reflecting upon it, I decided to call it
a sequence of events as opposed to a schedule. After observing the children during Choice
Time, I noted some days where children were ready to move on before the “scheduled” time to
more organized or different activity pattern as they wandered around and showed genuine
disengagement. Noting that the day prior, they had been visiting centers and engaging in
numerous activities well beyond the “scheduled” end of Choice Time, it cemented my
philosophy regarding “schedules” which have a rigid connotation. Instead, I concluded that we
have a “sequence” of events that we follow. The key is that the sequence is a consistent and
predictable one. I accept the fact that there will be days where the children are extremely
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engaged in center choice both self-directed as well as teacher-led small group activities. On
these days, it is crucial to allow the time necessary for everyone to explore without interruption.
Conversely, there will be days where children, despite good intentions on the part of teachers,
are ready to move on. It should be noted flexibility must exist within reason. In other words, a
fifteen minute Center Choice time or a two-hour one is not an appropriate option.
Below, the reader will find the sequence of events that we consistently follow in our program
along with a quick description of activities. The sequence is posted in picture format in the
classroom as well as on the door for both children and families to review.
Choice/Small Group
Children make choices among learning centers. There are many to choose from as
evident in the section pertaining to Learning Centers. During this time, teachers engage
in small group activities with children. Teachers go to a variety of centers with
preplanned activities. Teachers alternate working with small heterogeneous groups of
four or five children (i.e. a sorting math game, flannel board story retelling). This period
of play lasts typically for a minimum of 40 minutes and can extend as long as one hour
based on the ever-changing needs of the children. Teachers go to each small group and
give a notice that we will be transitioning. During this reminder, teachers and students
plan the area they will be responsible for cleaning.
I must be noted that I do not do a morning group time before our centers. My decision
for this is very purposeful and stems directly from the fact that we are a part-day
program. By eliminating a morning circle time, I have been able to limit the number of
transitions children have to make in a two-and-a-half hour block of time. I have replaced
the morning planning circle with an informal individual planning session as students
arrive to school. I greet them and ask them where they would like to begin their morning
while I help review the offerings. Additionally, I am finding that this is beneficial to
caregivers as well because they become further informed about their children’s learning
choices.
Transition
Using a rain stick as our signal to clean up, we spend 5-10 minutes transitioning from
Center Choice to washing up for snack.
Snack
Our small group size allows us to sit at two tables during snack time. The children
choose where they like to sit during snack. As a teacher, I like observing how these
decisions are negotiated. Also, this information helps me when trying to create
heterogeneous groups for group activities depending on what I am trying to accomplish.
Snack is leisurely as I don’t like to rush anyone while they are eating especially if much
conversation is happening. Typically, snack lasts about fifteen minutes give or take five
minutes.
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Transition
After snack, students go to our group time area where they read independently, or in a
small group with a teacher until the remaining students finish.
Group Time
I view our group time as an important time together because it allows children to feel like
a part of a community. I like to use this time to review our morning by asking students if
they would like to share one thing they did, or who they played with, or their favorite/least
favorite activity. It is a good time to discuss issues that affect us as a group such as
reviewing classroom rules or planning activities and interest areas. We keep this time to
a minimum starting out at five to seven minutes the first weeks of school and slowly
increasing it as the year progresses to no more than fifteen by spring.
Transition
Right from our seats, we play a variety of games as we line up to go outside. A favorite
of the children this year is the Color Game for transitioning to line up. A teacher or a
student may say “If you are wearing a red shirt, you may line up” and so on.
Outdoor Activity or Indoor Gymnasium
From our Group Time, we line up to either go to the playscape or use the gymnasium.
This play is open-ended as well as some teacher or child-led activities. Occasionally, we
plan a game such as Duck, Duck, Goose or Red Light, Green Light. Again, this is based
on the children’s needs for the day. On rainy days when we use the large open
gymnasium in lieu of the playscape, I do plan on more organized activities. The space is
much too large for us so preplanning is essential in order to remain safe in such a large
space. Our outdoor time lasts for thirty minutes plus or minus five.
Transition
With several verbal notices, the teacher signals that we will be transitioning to go inside.
Music and Movement
This is important after a long stretch of being active. It allows the children to get the last
of the wiggles out before we end the day with a story.
Story
We end the day with a story which is sometimes an interactive flannel board story and/or
a book to introduce or reinforce a topic. Almost a month ago, after reading about the
need for five minutes or so of wiggle time from active play, I moved music and
movement to before our story rather than after it. After doing this for just a few days, the
difference in the children’s attentiveness to the story was by far greater than reading
immediately following active play. The number of instances which my Teacher’s
Assistant redirected children back to our story time has dramatically decreased since the
switch. A seemingly slight variation in something we “just always did” has had such a
great impact on the attention span of the children.
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We end the day with a quick “when you come back to school. . . “a time to talk about
options available at centers and upcoming activities with the children.
Recommendations
After spending a great deal of time inspecting and consequently reflecting upon the many
aspects of classroom environment, I have reached the conclusion that environments are always
a work in progress with elements that may need to be altered to meet the needs of children.
Careful observation of children and families within a space and brainstorming ideas and
strategies with a co-teacher is crucial to successfully addressing needs. To this end, I have
made a list of recommendations which I would like to implement in our program. Below, I will
reveal recommendations for the space and provide support on how they would benefit our
program. Additionally, I will review limitations which may prevent or delay the proposals.
More Close-Ended Activities in the Block and Art Areas
Upon reviewing the materials and activities in the Block and Art Areas, I have noted the
multitude of open-ended materials and activities in the centers. As a result, I have begun to
make considerable changes to include some closed-ended materials and activities in both
areas. I have been taking photographs of neighborhood buildings and laminating them (an idea
borrowed from another teacher) to place in the block area. Asking children to attempt to
replicate buildings adds a close-ended element to the blocks while learning about their
community. As an extension to this activity, I am planning on asking families to take pictures of
their homes to add to our community building pictures (with the understanding that there is a
digital camera accessible for them to use). These are two relatively easy cost-effective steps
towards adding balance to this area.
Art is a little more challenging to address based on my own personal thoughts on art as a form
of expression without limits. However, I know, as with the apple craft, that there is some value
to be gained such as planning how to go about the craft, carrying out the steps, and following a
series of directions. To this end, I have been working with my Teacher’s Assistant to come up
with a few crafts activities reflecting different levels of difficulty, for us to do with the children as
a means of adding a little bit of closed-ended angle to our art center.
Bathroom
A priority renovation I would like to see made is relocation of the bathroom. Currently, the
bathroom is not located in the main room, as the diagram of the room reveals, therefore children
have to go around the corner to get to the bathroom. While the location of the bathroom does
not appear to negatively affect students and in fact fosters greater independence, I feel it would
be more practical to teachers if children direct access. It would afford us the opportunity to stay
in the main room as opposed to go around the corner to assist a child. However, due to the age
of the building, the cost involved, and the fact that we do not own the space, makes it nearly
impossible to relocate the bathroom. We have talked about creating a more direct doorway to
the bathroom from the main room, however, knocking down walls in such an old building can
create environmental hazards. While the children have not shown signs of displeasure with
having to go around the corner to get to the bathroom, teachers would benefit greatly from this
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renovation. As it stands, our children ‘check in’ with one of us so we know they are going to the
bathroom and can monitor appropriately.
Labels
After evaluating my classroom, it occurred to me that while everything is clearly labeled for
children (at their level and with supporting photographs) there was one thing lacking: labels in
Spanish. As stated, having students from many countries, including the Island of Puerto Rico, I
was embarrassed when I discovered our labels were only in English. I was able to remedy this
relatively quickly in a matter of days using a label maker and a dictionary. As a result, the
children have noticed that there were now two labels on items as opposed to one. This has
sparked a wonderful teaching opportunity as we began to discover the many different languages
children in our class speak as well as learning to say “good-morning” in a few of them with help
from families.
My goal in the near future is do some research on the availability of labels in Braille. Adding
these labels would be the first in a series of steps towards preparing a room for a prospective
student with a visual difference as well as an asset to students currently in the program.
Stimulus Shelter
As I described above, one of the centers in our classroom is our Cozy Corner where children
can find a quiet area to retreat and/or read. This space has provided respite from the activity in
the room when a child has needed some time to regroup. While the current area is serving its
purpose well, I would like to include a true stimulus shelter where greater privacy is assured. As
I noted, Samantha has been able to use this space as respite from the rest of the class when
she needs. However, if there are more than two children there already, she hesitates. Having a
space devoted to a child such as Samantha who seeks solitude would benefit her and the
program. The main challenge associated with this task will involve space as I have to continue
reflecting on ways in which I can rearrange some of the centers in order to include a stimulus
shelter in a quiet part of the room. Due to the magnitude of rearrangement involved, this project
will be reserved for the next school year as I do not want to disturb the space which children
have grown newly accustomed.
Up and Down Spaces
In order to add visual interest and added appeal to the centers, I would like to alter the
landscape by incorporating up and down spaces in the classroom. While creating a sunken
area is beyond the scope of what we are able to do, I would like to consider carpeted platforms
which may help elevate some centers and thus create added visual interest. The center I would
like to try this out on is the Writing Center in hopes of boosting its attraction power, which as I
stated. By raising this center, the Library/Cozy Corner which is adjacent, would have appear
sunken relative to its location to the Writing Center. Thus, this renovation would help with
privacy in the Cozy Corner as well as increase attraction of the Writing Center which sees the
least amount of traffic. While cost may be a factor, I propose contacting a home improvement
store to see if they would be willing to help with this project. Or, each year, we participate in the
United Way Day of Caring whereby volunteers come into the classroom to clean, do minor
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repairs, paint, etc. It may be a good opportunity to have them help assemble s platform of this
nature.
Tile/Wood in “Messy” Areas
Many years ago, we had lovely hardwood floors in the classroom with area rugs differentiating
center areas. Unfortunately, after my first year, wall to wall carpeting was put in. While I can
appreciate the difficulty in maintaining hardwood floors, I do question the carpet for other health
issues. Currently, I have two students with asthma and fear that the carpet may not be
beneficial to them. Maintenance vacuums the room each night in an effort to minimize allergens
and keep the carpet as free of dust as we can however, I question the effectiveness of this
maintenance plan. Additionally, I would like to add tile or wood squares in areas surrounding
the Art and Sensory centers where messes can, and should, occur.
Relocate Library/Cozy Area
I recommend moving the Cozy Corner Area to the side of the room which has windows. The
natural light from the big windows would benefit the children using these centers and allow them
to see without the use of overhead lights. Additionally, the natural sunlight would add warmth
and coziness, literally and figuratively. Unfortunately, the heating vents prevent us from doing
so for obvious safety reasons. Despite this limitation, the current area is still inviting to children
with its large pillows, blankets, and variety of books.
Commendations
This detailed study leads me to notice specific aspects of our environment which are
exceptionally appealing to both myself as a person who spends so much time at the facility and,
hopefully, children and families.
Playscape
One of the many benefits to our programs is the beautiful playground we use. Lined with
beautiful mature trees, the playscape is fenced in, safe, maintained by the town of Manchester,
and available for us to use at any given moment. Being the only program serving preschoolers
in the building affords us the opportunity to use the playscape without having to reserve a time
or wait for other classes to finish their time. As stated, following a sequence of events as
opposed to a rigid schedule makes it difficult to assess the exact time we will get to the
playscape. Therefore, a playground with such flexibility in its availability suits us well.
An additional added benefit to the playscape is the train that runs right across from it! Every
couple of days, sometimes more often, we witness a freight train transporting grain, go across
the tracks literally right before our eyes. On numerous occasions, the conductor has waved to
the children as he chugs along. It is quite the sight to watch the children run up to the fence and
yell “hello” and wave back!
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Partnership with the Manchester Recreation Department
Although we are two separate organizations, the YWCA Creative Nursery School and the
Manchester Parks and Recreation Department (referred to as “The Rec”) have a strong
relationship which has developed over time. As a result, we work together to meet the needs of
children and families in Manchester by sharing resources, exchanging ideas, and making
appropriate referrals. Despite the fact that we only lease the classroom, the town continues to
support us and our families by allowing us to use other parts of the building when available. For
example, on inclement days, they permit us to use the gymnasium solving a major problem for
us as we do not have a large gross motor area in the main classroom.
Additionally, “The “Rec” allows us to use the lobby to display children’s artwork which addresses
our lack of wall space in the classroom, which, in turn, makes the lobby feel inviting to children
and families. Finally, they also permit us to host Scholastic Book Sales and use their upstairs
conference room for family gatherings and pot lucks we host such as our International Dinner. It
is fortunate to be among other organizations, such as “the Rec”, who value the importance of
community.
Proximity to Library
An important commendation worth citing is our proximity, as well as our partnership, with the
Whiton Memorial Library. Being so close has significant advantages to our program such as:
taking the children over for story time, librarians coming to us, and participating in their special
preschool events such as a puppet shows, outdoor picnic and story times, and much more.
Relationships such as the one we have with the library and the town of Manchester are so
important to strengthening community ties and giving children a sense of belonging.
Family Area
As I have mentioned, our partnership with the Manchester Parks and Recreation Department
has a wonderful impact on our program. One of these benefits includes the use of a room on
the second floor just above our classroom. This room has tables and chairs and a kitchenette of
to the side where there is usually a pot of coffee and/tea available. I am happy to have this
room accessible to our families for a number of reasons. First and foremost, we have families
who do not drive yet live too far to walk back home after drop-off only to turn around and return
for pick-up. This area, which I show families prior to the start of the school year so they know it
is available to them, is a pleasant space to read a book, have a cup of tea, knit, etc. Also, it is a
great space for families who may be hesitant to leave their children or vice versa. In our “family
room”, they are within earshot which provides a great sense of comfort. This year, we have
several families who want to be in close proximity to their children as it is their first time apart. I
am glad that we are able to accommodate them with this space. Many parents who use this
space insist they use the time to volunteer in some way such as laminating, printing pictures off
the digital camera, etc. Their sense of pride, and ours, is so evident knowing they have
contributed to the program.
Additionally, our families who have infants and/or toddlers have formed a “Monday Morning
Coffee Click” Group in this space where they socialize while their young children play and their
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older child is in preschool with us. We have supplied them with materials for infants and
toddlers so they do not have to bring anything extra.
Natural Lighting
Although we are bound by Connecticut licensure guidelines to have certain wattage of light for
children, we are fortunate to have large windows which help meet some of this requirement.
We supplement with fluorescent lights on dark days and on most days, we can get away with
turning on only a few sets as opposed to all. Large windows on three of the four walls in the
classroom provide our children with a wonderful opportunity to look at the beautiful trees, or see
the library from one window, or see the train when it passes by from another window. Not only
are the windows letting light in, they are connecting the children to the community and the
nature around our school.
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Appendix A
Floor Plan of the YWCA Creative Nursery School Classroom
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Appendix B
Pictures of the YWCA Creative Nursery School Environment
(Please note: Families have consented the use of the following pictures for the purpose of this study.)
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