How to arrange a preschool classroom.
Effective Guidance
Techniques

OFFICE OF EARLY CHILDHOOD
PROGRAM PHILOSOPHY
The Newark Public Schools recognize the value of a developmentally appropriate preschool program that focuses on the growth of the whole child. It has committed its resources and expertise to provide a sound framework from which teachers may organize and plan an active, nurturing and safe learning environment for young children. The preschool program is designed to provide young children with the necessary foundation for future academic success and social development. The early years of a child’s life provide a unique opportunity to prepare them to learn, to develop character and to instill a sense of pride and hope by addressing their cognitive, social, emotional and physical needs.
The information and strategies contained in the Preschool Teacher’s Handbook and Curriculum
Guide is designed to remind administrators and teachers that:
1. Children come with unique talents, needs, dispositions, abilities and experiences;
2. The early years develop the foundation skills necessary for life-long learning;
3. Early Childhood should be a time when young children explore in an environment that is stimulating, joyful, caring and secure; and,
4. Early childhood education should be comprehensive and holistic, and provide the cognitive, physical, social and emotional supports needed to foster the development of the whole child.
An effective preschool program provides for the growth and develo pment of the “whole child” (social, emotional, physical and cognitive). It must incorporate academic content and skill development within a framework of appropriate activities while allowing each child to grow
Benefits of a High Quality
Preschool Program
Research shows that children who participate in a high quality and be successful in all of these developmental areas.
Young children learn best by becoming involved in experiential learning that is authentic, sequential and that provides hands-on developmentally appropriate activities.
The preschool program must be age-appropriate, encourage positive interaction between family, school, and the community, and respect the role of the family as the first and primary teachers of their children. The High/
Scope Approach is the foundation of our preschool



 preschool program:
 Are more likely to graduate from high school.
Earn higher wages
Commit fewer crimes
Obtain more jobs
Are more committed to marriage. program. Other curricula that are used by district and provider classrooms, such as Success For
All/Curiosity Corner, Comer Preschool and Bank
Street are compatible with the High/Scope Preschool Approach and the information contained in this document.
Throughout this document references will be made to the common components of all these approaches in educating the young child.
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PROGRAM GOALS
The major goal of the preschool program is to create a positive learning environment that nurtures each child’s growth, independence and a love of learning that creates a foundation for success in school and in their future lives. This goal can be achieved if children are provided with opportunities to:
1. Develop a positive self-concept and self-reliance;
2. Enhance and reinforce the development of expressive and receptive language;
3. Acquire motivation and enthusiasm for learning by demonstrating independence and competence in acquiring skills and knowledge;
4. Foster and expand creativity through the use of a variety of media;
5. Develop appreciation for their own and other cultures; and
6.
Develop and expand critical thinking or higher order thinking skills.
DEVELOPMENTALLY APPROPRIATE PRACTICES
The following developmentally appropriate practices adapted from NAEYC (1997), are to be used to develop and implement the preschool curriculum in your classroom:

Provide activities and routines that address the whole child (all aspects of development: cognitive, social, physical, and emotional).

Provide hands on experiences with real, concrete, and relevant materials for children to explore and manipulate.

Provide ample opportunities for children to interact with both adults and other children in conversations and discussions so that children will learn to use oral language expressively and functionally.

Provide functional learning centers that contain appropriate learning activities such as writing, reading, drawing, oral discussion, projects, and constructing. Problem solving, exploration, discovery and field trips are important learning activities as well.

Provide opportunities for children to construct new knowledge and skills based on what they already know and can do.

Provide playtime as a tool for learning and developing social skills, such as cooperation.
 Provide an environment where children’s individual differences and cultural experiences are respected and valued.
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Provide a place where joy in learning occurs, where every child feels affirmed and good about being “just me”, and can blossom within a community of learners.
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PLAY: HOW YOUNG CHILDREN LEARN
“We all have the duty to call attention to the science and seriousness of early childhood cognitive development-because the [years] between birth and age five are the foundation upon which essential lives are built.”
(Laura Bush, White House Summit on Early Childhood Cognitive Development, 2001)
At birth a baby’s organs are fully developed, except one – the brain. Some of the brain cells are connected at birth, but most are not. During the first five years of life (and afterwards at a slower rate), a child’s brain is hard at work connecting brain cells (Love, 1997). Every time a young child hears, sees, touches, tastes, or smells something messages are sent to the brain and connections are made (Dodge & Heroman, 1999). When a child has different kinds of experiences, and these experiences are repeated over and over again, the connections in the brain become stronger. These connections shape the way a child thinks, feels, behaves, and learns. That is why young children learn best from interaction with their physical environment.
By age three the brain has made more connections than it will probably use and gets rid of the connections that are rarely used.
Science suggests that there are certain times when parts of the brain learn best. These times are called windows of opportunity.
Some ‘windows’ open and close completely during the first few years of life. While learning takes place throughout life, learning is easier and more natural at certain times. For example, the first five years of life are the most important time to learn language. It takes about 15 – 20 years for a child’s brain to fully grow and develop, some things are just easier to learn at certain times than at others (Dodge & Heroman, 1999).
Some educators question the use of ‘play’ in the learning environment. But play is how young children learn best and it does have a real place in school.
By experimenting with materials that lead a child to explore, ask and search for answers to questions about people, materials, events and ideas, children learn to solve problems. Between the ages of three and five, a child acquires a wealth of knowledge and skills by playing with other children under the guidance of caring and compassionate adults.
Play is the avenue for learning for young children and lies at the heart of the preschool curriculum. It makes a major contribution to the cognitive, physical, social, and emotional, development of children. The development of skills and competencies is promoted largely through play, supported by a variety of materials and a wide range of experiences, under the guidance of teachers who understand and value play as an avenue for learning at this age
(Read, 1970). Play helps develop thinking skills and social skills —by recalling experiences, figuring out how to replay them and solving problems that come up and mastering new challenges in an environment where play and work are one domain (Dimidjuan, 1992).
Administrators and teachers need to be knowledgeable and effective in the implementation of developmentally appropriate learning or play activities for young children. While young children learn through informal play, teachers must still prepare for these activities. This means the teacher plans ahead, and provides the necessary and diverse materials for learning. The teacher encourages and extends children’s thinking through interaction with children as they play. The teacher also provides deliberate instruction through large and small group activities.
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Types Of Play
Children engage in many different kinds of play, and each kind of play encourages particular kinds of conversations. Described below are some types of play that are typical of young children, and the opportunities for conversation that adults may watch for during each type of play.
1. Exploratory play. Exploratory play (in which children explore the functions and properties of materials and tools) is a relatively simple kind of play that doesn’t always lend itself to play-related conversation. If three-year old Kevin is cutting, pasting and swinging, or rolling clay with his hands, he may or may not feel the need to explain or comment on what he is doing. However, because of its repetitive quality, exploratory play often offers a relaxed occasion for the child to initiate a conversation about a topic of personal interest like a new pet or a recent visit with Grandma.
2. Constructive Play. In constructive play, the child makes or builds something. In contrast to exploratory play, this more goal-oriented play usually presents an opportunity for talk that is related to the activity. During constructive play, children may pause – to take a look at what they have done, to consider how to solve a problem, or simply to seek acknowledgement of what they have done so far. A brief conversation with an adult can be helpful at these times. However, it is important for adults who want to converse with the children during constructive play to wait for the child to pause if the child is wholly engrossed in making something, an adult’s comments may simply be disruptive.
3. Pretend Play. Role-play or pretending usually stimulates lots of role-related conversation among children. An adult who takes part in the pretend play by assuming a role related to the ongoing play or taking on a role assigned by the players will naturally be included in these conversations.
4. Games. Playing games (including action games like tag, or quiet games like card games or board games) is another common kind of play for young children. Such games often involve verbal negotiations over how to proceed and what to do next, and these are natural conversational opportunities.
Systematic and deliberate instruction implies that the teacher structures daily activities to provide children with the opportunity to learn and practice emergent reading, writing and listening skills (as well as other cognitive skills), learn how to handle their emotions, and how to interact with others in a group environment. Systematic instruction on the part of the teacher can build a solid foundation in the developmental domains necessary for future school success.
The following sections present information on classroom management that assists the educator in accomplishing systematic and deliberate instruction in an active learning and supportive environment.
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CLASSROOM MANAGEMENT
Teachers of young children should seek to organize the early childhood classroom environment so that children can learn through their own play or learning experiences. This section contains information and strategies that administrators and teachers can use to construct a developmentally appropriate learning environment for the young child.
The Learning Environment
A developmentally appropriate learning setting allows for the young child to play in an environment that stimulates learning in the cognitive, physical, social, and emotional domains.
Therefore, the preschool classroom must provide a rich, exciting learning environment and be organized for the children’s safety and comfort.
The learning environment should also support c hildren’s independence. When planning the learning environment, the teacher should take into account the size and configuration of the room.
The room arrangement should separate and define learning centers and areas. A distinction should be made between learning centers and areas, all of which are important components of the preschool classroom.
Learning areas are permanent parts of the classroom, which may be rearranged as the teacher desires and the room permits. Examples include reading area in the Library Area, or a
Personal Storage Area.
Learning centers are flexible areas within the classroom, which have an interest/content area focus. They change frequently to correlate with certain topics. In addition, they provide for the reinforcement, application and scaffolding of a new skill or concept. A center can also create interest in a topic that is related to a theme. Learning centers need not encompass large areas.
They may be placed on shelves, small tables, desks, window ledges and the floor areas or attached to walls/bulletin boards. Children must be clearly instructed in the use of learning centers to make them most effective. Centers not only help provide for the individual differences within a class, but they also provide hands-on activities that are developmentally appropriate for the young learner. Examples include Library Center, or Music Center, or
Science and Nature Center.
Furniture should be appropriately scaled and arranged to facilitate interaction and communication among the children. High/Scope, Curiosity Corner, Comer and Bank Street approaches and/or curricula all offer information with which to design or arrange a classroom that incorporates the information presented in this document. In addition, educational supply and material vendors offer websites to assist preschool teachers with designing classrooms.
(Please refer to the website list in the resource section of this document for further assistance.)
A good deal of time should be spent in planning the learning environment for it extends or limits the experiences children will have. The classroom needs to meet the New Jersey Department of Education’s facility regulations that call for 950 square feet for a preschool classroom.
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The following are basic concepts to keep in mind when arranging the classroom space. (Please refer to High/Scope, Curiosity Corner, Comer and Bank Street approaches and/or curricula for additional information on arranging classroom space.) A well-organized preschool classroom should have:
1. Sufficient empty space;
2. A broad, easily visible path through it;
3. Ease of supervision; and
4. Efficient placement of storage units.
With proper organization, the teacher can optimize the available space to meet the needs of the group effectively and efficiently. The teacher also needs to identify areas in the room where activity is likely to be unproductive and eliminate them. When arranging basic activity or learning areas, separate active and quiet areas and wet and dry areas, as shown below.
ACTIVE PLAY
WET DRY
QUIET PLAY
Classroom Arrangement: Guidelines
The following are guidelines to follow as you arrange your preschool classroom.
1. Develop a floor plan that considers the fixed elements of the physical setting (e.g., doors, windows, electrical outlets, closet or other fixed storage space, sinks, shelf space, fixed counters, carpeted and tiled areas) and the traffic flow within and between learning centers and other areas.
2. Arrange the classroom in a way that enhances the way teachers work with children and how the children spend their time.
3. Divide the space into well-defined interest areas that can accommodate many types of play.
4. Modify the learning centers or areas throughout the school year.
5. Ensure that materials (e.g., labels, signs, charts, books and manipulatives) are readily accessible to young learners and are placed at their eye level.
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6. Label centers and areas with pictures and names that the young children can understand with ease.
7. Arrange the centers or areas in the room so that adults are able to observe and supervise the children from any where in the room.
Below is a sample classroom arrangement
Toilets and Sinks
Windows
Table &
Chairs
Block
Area Teacher
Area
Child Cubbies
Door
Storage
Book Storage
Easels
Art Area
Table
&
Chairs
Reading/Literacy Area
Rug
Sink and Storage
House Keeping
Area
Windows
Rocking
Chair
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Value of Learning Centers/Areas: What Young Children Learn
Room arrangement is also a management tool. The learning environment and materials should be organized in such a way so that the design of the room and learning centers or areas will enhance the children’s learning and enable the teacher to manage the group size within a particular area. Each center/area should focus on an area of the curriculum. Learning centers/areas should reflect activities in which children reinforce skills and discover new information through the manipulation of real, concrete and relevant materials. Use the room arrangement to separate noisy areas from quiet areas. Centers may be modified in size, shape, and with new materials throughout the year. A sample of what children learn in each learning center/area is presented in the table below.
LEARNING CENTER/AREAS
Reading/Writing/Media Center/Area
WHAT YOUNG CHILDREN LEARN
Art Center/Area
Dramatic Play Center/Area
Develop emergent literacy skills.
Increase vocabulary.
Increase appreciation of the printed word.
Develop listening skills.
Develop appreciation of ideas presented
by others.
Learn care of books and technology
equipment.
Develop writing skills.
Develop positive self-concept.
Experience creative process.
Develop fine motor skills.
Learn to express ideas and feelings.
Learn names and use tools.
Develop visual perceptual skills.
Observe color, texture, and line
composition.
Learn names of colors.
Learn to identify shapes.
Develop problem-solving skills.
Develop eye-hand coordination.
Develop self-expression skills.
Develop sensitivity to peers.
Learn to interpret facial expressions,
gestures, and tone of voice.
Develop an understanding of various
roles.
Develop social relationships.
Improve self-image.
Enables children to better understand their
world by incorporating their experiences,
emotions, feelings, and fears into
imaginative activities.
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LEARNING CENTER/AREAS
Block/Manipulative Center/Area
WHAT YOUNG CHILDREN LEARN
Facilitate learning in mathematics and
science.
Develop new vocabulary and concepts.
Refine small muscle control.
Develop eye-hand coordination .
Enhance social skills.
Practice problem-solving skills.
Science and/or Math Center/Areas
Develop observation skills.
Develop new vocabulary.
Practice classification skills.
Practice prediction skills.
Develop an understanding of the
biological and physical environments.
Music/Listening Center/Area Develop positive self-concepts.
Express feelings.
Learn patterns.
Learn names and sounds of instruments.
Develop language skills.
Practice listening skills by differentiating
sounds.
Experience creative process.
Low, sturdy, durable storage units that can be used as room dividers and enable the teacher to see what is going on throughout the room also serve as boundaries for the learning center/areas. Adequate storage space is essential and needs to be conveniently located for the child to store materials and supplies. Water should be available in the art area for mixing paints, cleaning up after messy play, for enriching children’s play experiences and for washing soiled clothes.
The outdoor play area should consist of sunny and shady areas (see NAEYC, 1997) and must have a soft surface. A covered outdoor shelter is desirable adjacent to the building so that children can play outdoors even on rainy, cold days. There should also be a childproof fence around the play area.
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Suggested Materials and Supplies
The following section outlines basic learning centers/areas, and suggested materials.
Appropriate learning centers/areas can be combined, such as the science and math areas.
(This is not an exhaustive list, please refer to High/Scope, Curiosity Corner, Comer and
Bank Street approaches and/or curricula for additional ideas for arrangement of learning centers and appropriate supplies and materials.)
Basic Classroom Requirements and Furniture
The classroom should have plenty of room (950 square feet at a minimum), light, good ventilation and contain a sufficient amount of furniture on which children can work. Water needs to be available for mixing paints, cleaning up after messy play and washing soiled clothes.
Equipment and furniture should be sturdy, safe and capable of serving a variety of purposes.
Most all equipment should be movable so that the room can be re-arranged to meet the educational goals of the teacher and needs of the children. Below is a suggested list of basic furniture.
Materials and Supplies: Basic Furniture
 Three to four tables in various sizes and colors
 A minimum of 15 chairs in various colors
 C hild cubbies for children’s personal items
 Storage cupboards for blocks, and art items
 Book displays
 Child size kitchen
 Rugs, if desired
 Easels
 Rocking chair, teacher and/or child
 Doll bed and/or crib
 Mirror
 Work table and storage areas (if needed) for the teacher
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Reading/Writing/Media Center
One of the most empowering achievements in life is learning to read. The Reading/Writing and
Media center should be a comfortable place where children can discover the joy of reading and writing. It should be filled with a variety of age appropriate books, magazines and newspapers and provide ample opportunity for children to read a wide selecti on of quality children’s literature.
Children should be allowed to select their own materials to read independently or in a group.
They can interact with each other as they “buddy” read or discuss books they’ve read. Below is a suggested checklist of library materials and supplies .
Materials and Supplies: Reading/Writing/Media Center
 quality collection of children’s books
 cushions, rugs, or mats
 big books
 magazines
 newspapers, postcards, envelopes
 flannel board
 felt story figures
 picture dictionary
 book covers
 scissors
 stapler
 date stamp and stamp pad
 picture box
 pencils/pens/large crayons
 tactile letters
 stickers
 technology equipment
 markers (all sizes)
 index cards, name cards
 child-size display unit
 books in children’s home language
 gender-free books
 variety of multicultural books
 poetry (books, posters/charts)
 nursery rhyme scenes
 display cards for manuscript
 letters, tracing stencils
 chalk/slates, erasers
 paper, construction paper
 wallpaper/cardboard
 computer, old typewriter
 posters, charts
 mailbox
 moveable alphabet
 audio equipment
 rocking chair
 pipe cleaners
 glue
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Music/Listening Center
Research strongly suggests that music is a powerful teaching tool that can increase brain activity and embed learning, (Black, 1998).
Music is an integral part of every child’s life. In your music/listening center/area provide a variety of musical instruments and materials for the children to enjoy. Children, who listen to music to identify, discriminate and create sounds, sound patterns, rhythm and rhythm patterns, are far more likely to be able to hear sounds in words. Chants, rhymes and songs on charts help children to tune into the similarities in music and language as they build listening, speaking, reading and writing skills. Through musical activities of marching, clapping and singing, students enhance their cognitive ability, as well as motor coordination and body movement.
Below is a suggested list of materials and supplies for the music/listening center or area.
Materials and Supplies: Music/Listening Center/Area
 rugs, mats or cushions
 headphones
 cassette tapes, tape/CD player
 CD’s, blank CD’s
 wood blocks, sand blocks
 maracas, shakers
 ankle bells, cymbals
 triangles, tambourines
 variety of instruments from other cultures
 table and chairs
 record player, records
 storage chest for instruments
 bells, rhythm sticks
 piano (optional)
 clappers, drums
 books
 earphones
 instruments children make
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Math Center
Young children learn mathematics best through the manipulation of real, concrete and relevant materials. Mathematics is developing as children construct buildings in the block area and measure their castles at the sand table. It develops as children sort, classify, and count all the buttons in the button box, create patterns with red and yellow snap cubes, problem solve and record how many more beans Derrick has then Marisa, and use spatial visualization in putting puzzle pieces together. The Math center should be carefully planned to encourage the development and reinforcement of mathematical concepts. It should have a variety of manipulatives so that children may engage in hands-on, developmentally appropriate activities.
Below is a suggested list of materials and supplies for the math center.
Materials and Supplies: Math Center
Necessary Items
 paper, large grid graph paper
 pencils, crayons, markers
 counters
 various math books,
 calculators
Classification
 attribute blocks
 buttons
 dowels and rings
 jewels
 unifix cubes
 bottle caps/lids
 chips, colored
 pattern blocks
 nuts, shells
Geometry
 form boards
 pattern blocks
 geoboards
 tangrams
Graphing
 blocks
 fruits/vegetables
 assorted toys
Measurement
 building blocks
 assorted containers
 ruler, tape measure
 string/ribbon
 balance scale
 jumbo Cuisenaire rods
 rice/beans
 measuring cups, spoons
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Number/Numeration
One-To-One Correspondence
 two-sided beans
 chips and counters
 dice and buttons
 dominoes
 number lines
 bottle caps
 plastic disks
 different sized containers with lids





abacus
ceramic tiles
egg cartons
unifix and wooden cubes
sorting boxes


cups, saucers
egg cartons
Patterning
Seriation/Ordering
 macaroni
 tiles
 buttons
 peg boards
 unifix and wooden cubes  wooden beads
 pattern blocks  large beads/laces
 color wheels
 Cuisenaire rods
 stacking toys
 building blocks
 plastic containers
 song bells
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Arts and Crafts Center
Art allows children to explore and experiment with many interesting materials and mediums.
Children are naturally creative and art gives them a means with which to express themselves.
During art activities, give children the opportunity to talk about and share their work with their classmates. In an Art and Crafts center it is the process, not the final product, which is the most important aspect.
Below is a suggested list of materials and supplies for the arts and crafts center or area.


Materials and Supplies: Arts and Crafts Center
crayons
 smocks

drying rack or line
yarn, string, & ribbon
 
tempera paint, finger paint
 colored pencils
 
collage materials
 
play-dough, clay
 felt pieces
 straws
 easels
 cotton balls
 child-size scissors
 play-dough/clay
 newspapers child-sized easel
 paint containers, trays
 water
 paper (variety color & shapes)
 collage materials
 tempera paint, finger paint markers

pipe cleaners
 colored shapes or lines child-sized scissors

clear boxes or containers
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Science Center
Young children have unlimited curiosity about their world. A Science Center should be a place where children can explore, observe, hypothesize, investigate, experiment, poke and probe. A place where they can record their findings through drawings and print is needed. The center should be structured so children can do investigations independently to discover and form science concepts. The materials should invite children to explore with all five senses. It should be a place of discovery, wonder and excitement.
Below is a suggested list of materials and supplies for the Science center.
Materials and Supplies: Science Center/Area
 insects, leaves


 observation sheets


 magnets, small metal objects


animals, if possible
 terrarium, ant farm
nests, bones
gardening supplies: seeds
 pictures of the body
simple tools
canning jars with ring lids
 globe
measuring instruments
 tweezers, tongs, eye droppers
 collections (rocks, shells)
 aquarium (optional)
 science books & magazines
 magnifying glass
 clear cups
 muffin tins, ice trays
 smelling containers
 gadgets, gears, nuts
 color wands
 trays
 storage shelf
 thermometers (indoor and out)
 “feely box” (with a variety of textures)
 food coloring, red, yellow, green & blue  sorting containers (i.e., egg cartons,
 tape recorder and a variety of tapes
shoe boxes)
 sampling of lighting sources, (i.e.,
natural sunlight, manmade light,
flashlight)
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Block and Manipulative Center
Giving children the opportunity to be active participants in their own learning is key. The
Block/Manipulative center should be equipped with some type of shelving for storing manipulative materials.
Below is a suggested list of materials and supplies for the Block/Manipulative center.
Materials and Supplies: Block and Manipulative Center/Area
 tinker toys
 safety signs, traffic lights
 buttoning & lacing boards
 clay/play dough
 puzzles
 pipe cleaners
 
pegs and peg boards teaching shapes, cards
 
snap and play blocks
 snapping boards

sorting boxes & beads

nesting cups

variety of spools wooden blocks (assorted shapes
 zippering boards
 blocks
 jumbo peg boards and pegs
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Dramatic Play Center
In this area children become acquainted with roles and situations in life. The Dramatic Play
Area can be arranged to create various “real-life settings”: post office, bank, theater, hospital, doctor’s office, restaurant, grocery store and a multitude of household tasks and routines, e.g., nurturing babies, cleaning the house, preparing and cooking food, setting the table, doing the laundry and ironing the clothes.
Remember to change materials according to classroom themes and children’s needs.
“Role playing” offers opportunities for developing social skills, exchanging ideas, giving and following directions, sharing, as well as working out conflict situations.
Below is a suggested list of materials and supplies for the dramatic play center or area.
Materials and Supplies: Dramatic Play Center
 rocking chair  cushions
 doll carriage
 food containers
 cooking utensils
 measuring cups
 pots, pans,
 play refrigerator
 medium size tub
 beater,
 doll bedding
 dishes
 doll accessories
 ironing board, iron
 play stove, sink, cupboard
 soap, laundry materials
 rolling pins, mixing bowls
 bowls & trays,
 flat-ware  cash register/money
 dress-up clothes: male & female  suitcase
 nurse’s cap, doctor’s bag
 books, cookbooks


newspapers, recipes
hats, dresses
 clothesline and clothespins
 books, briefcases
 full length mirror
 firefighter’s hat,
 shopping cart - small
 plastic fruit/vegetables/food
 broom, mop, dustpan, etc.
 stuffed animals
 pencils
 dolls representing a variety of
 telephones
 mattress, pillows, blankets
 career box: painter’s hat, etc
 storage boxes - ties, boots,
ethnic groups jewelry
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Personal Storage Area
The Personal Storage area is very important for children and should be easily accessible to them. In this area children learn to be responsible for their belongings and learn to put things away. The area gives children a sense of privacy and individuality. Here they can socially interact with each other, exchange feelings and thoughts, as well as store their individual personal belongings.
Below is a suggested list of materials and supplies for the personal storage area.
Materials and Supplies: Personal Storage Area
 cubbies with benches  name tags
 plastic boxes with or without lids  individual hooks
Outdoor Play Area
An Active Play Area is critical for allowing children to develop large muscles and coordination. It should be spacious and inviting. Gross motor equipment should be sturdy, attractive, safe and inspected regularly. Large muscle activities are essential for children’s health and physical development. They are also important for the development of perceptual and conceptual skills.
Active play areas may be indoors or outdoors as weather permits.
Below is a suggested list of materials and supplies for the outdoor play area.
Materials and Supplies: Outdoor Play Area
 rocking boat
 hula hoops
 balance beam
 jump ropes
 climbing gym or slide
 jungle gym
 ropes
 masking tape
 wagon
 child size trucks/cars
 swings
 steps
 balls: rubber and nerf balls
 chalk (various sizes)
 seesaw
 tricycles
 climber or slide
 large wooden blocks
 punching bag
 bean bag tosses
 expandable tunnel
20

CLASSROOM CHECKLIST
Evaluate your own classroom by using the following checklist.
Physical Environment
 Is the classroom safe, clean and properly heated and ventilated? (when teacher is able to control)
 Is there access to a water source?
 Is there child-sized restroom facility?
 Is furniture appropriately scaled and arranged to facilitate interaction and communication among students?
 Is there adequate space for active children to explore, create and move about freely according to room/class size?
 Is equipment kept clean and broken items discarded?
 Are materials organized in such a way so they are readily accessible to young learners?
 Are centers/areas labeled?
 Are the various learning areas/centers clearly defined, labeled and well stocked?
 Are there colorful bulletin boards and charts at children’s eye level?
 Is children’s work displayed at eye level?
Social / Emotional Environment
 Is the atmosphere one of a community of learners, where
students support, pair, share and encourage one another?
 Are the various cultural experiences of students validated?
 Is it a safe environment where students will take risks, assured that their contributions will be valued?
 Are children encouraged to share in the responsibility for the appearance and care of the room, equipment and materials?
 Are children’s experiences valued and used as a basis for social interaction and development of oral language?
 Are students held in high regard, so respect and kindness are the norm?
 Are students provided learning opportunities, where they can be successful and motivated to continue to learn?
 Does the staff model behaviors of friendship and cooperation for the children?
 Does the teacher have good rapport with the children in the class?
21

CLASSROOM CHECKLIST
(Continued)
The Learning Environment
 Are children given opportunities to be independent , choose their own activities, develop and practice problem solving skills and critical thinking strategies?
 Are there opportunities for individual, small and large group activities?
 Are there enough activities/materials for children to choose from?
 Are activities/materials changed according to the themes you are being taught?
 Are there a variety of activities covering all areas of growth and development on a regular basis? (Gross & fine motor skills, art, music, science, math, literature, dramatic play, etc.)
 Is there evidence of ethnic plurality in the room?
 Do the activities in the centers reinforce and extend the skills being taught in the various content areas?
 Do the activities in the centers have a clear instructional purpose for student learning?
 Are activities in the centers multi –level?
 Is children’s work current and attractively displayed in the classroom?
 Does the room contain live plants and/or pets?
 Are plans sufficiently flexible to allow for changing moods and children’s needs?
 Are there easy and gradual transitions?
 Does the lesson or activity allow for active student participation?
 Are materials being used effectively?
 Is it a print rich classroom with labels, charts, lists, daily schedule and environmental print displayed throughout the room and in the children’s line of vision?
 Are the children’s overall learning experiences ones that are developmentally appropriate with hands-on manipulation of real, concrete and relevant materials?
22

Healthy and Safe Classroom Environments
Maintaining a well equipped, organized, clean and safe learning environment is essential for the healthy development of children. An organized learning environment can also help children locate the materials they want to work with each day. Take special precautions when children use toys with small parts, and small manipulative items. Young children can quickly swallow small parts and choke . Below is a brief list of practices that should that should be occurring in your classroom regularly.
 Keep shelves of toys clear and dusted.
 Wash easels thoroughly after each use.
 Check that the supplies in cupboards and storage bins are orderly.
 Keep/store disinfectants, cleansers, and other harmful substances away from children’s reach.
 Wipe off excess paints from children’s smocks and painting area daily.
 Clean paint jars once a week.
 Organize dress up clothes and wash when dirty.
 Wash toy dishes and other toys once a week.
 Discard old play dough and paint containers.
 Sweep and/or wash the floor or rugs daily.
 Fold blankets neatly and wash regularly, at least once a week.
 Use clean linens at rest time, daily.
 Sort small manipulatives and place in proper trays.
 Check puzzles for missing or broken pieces.
 Discard and/or repair all damaged books and toys.
 Organize books on shelves.
 Neatly store or stack musical equipment.
 Make sure all electrical equipment is turned off.
 Cover outlets when not in use.
 Clean aquarium or other animal cages regularly.
 Wash tables and chairs daily, removing clay and paint.
 Label all shelves and storage areas.
 Clean up all litter inside and outside the classroom daily.
 Check for safety on all outdoor equipment, daily.
23

Classroom Management: Effective Techniques
Effective teachers in early childhood classrooms facilitate, model, demonstrate, create challenges, listen to and support young children as they expand their cognitive, social, emotional and physical abilities. The preschool teacher needs to be committed to serving the interests and needs of the young child. Young children, especially, need stability and benefit greatly from routines. These two factors give the children assurance, confidence and make them feel comfortable in school. This reduces their level of anxiety and allows children to engage in new experiences. Therefore, the SAME TEACHER needs to be available every day to implement the curriculum through a consistent daily routine and to offer assistance, support, information, and friendship as needed to each child. The following characteristics are important in a preschool teacher:
1. Likes, respects, and values children.
2. Relates easily and spontaneously to others.
3. Is a patient, confident, and caring individual.
4. Is a positive, happy individual.
5. Is dependable and reliable.
6. Makes friends easily.
7. Possesses a sense of humor.
8. Is flexible and adapts well to the requirements of others.
9. Accepts children’s strong emotions such as anger, love, and wonder and redirects inappropriate behaviors.
10. Takes initiative in the classroom.
11. Has knowledge of early childhood curriculum, child growth and development and child guidance.
12. Keeps abreast of changes in the field by reading, attending conferences, seminars and courses.
13. Desires continuous learning.
14. Enjoys challenges and problem solving.
15. Can juggle several activities at a time.
16. Feels rewarded by progress even, if it is minimal.
According to research, the teacher’s ability to converse with the young child is fundamental to the learning process. The teacher’s voice and speech assists a child in putting their own thoughts and experiences into words, become more reflective and to develop high-order, critical thinking skills.
Young children may v iew an adult’s attempt to converse with them as an intrusion so how a teacher engages a child in conversation is important. High/Scope (Supporting Young
Learners 2, 1996), recommends the following strategies.
1. Look for natural opportunities for conversation, e.g., when children pause or comment on what they are doing creates an opportunity for conversation.
2. Consider the type of play in which children are engaged, e.g., exploratory play, constructive play, pretend play, or games.
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3. Wait for children to open a conversation, and respond to their conversational leads, e.g., make yourself available for conversation by remaining attentive and listening patiently and with interest to children’s talk.
4. Use comments or observations as conversational openers, .e.g., begin with a comment or observation, rather than a question.
5. Converses as a partner with children, e.g., let the child control the conversation by staying with the topic the child raises and make statements of acknowledgement or personal contributions.
6. Ask questions sparingly and responsively, e.g., ask questions that encourage a child to describe or explain their thinking (How can you tell?), not about facts that the child already knows.
25

Managing Behavior through Language
Effective teachers use language to develop and manage desirable behavior. The following are suggestions for talking with a child (adapted from Working with Young Children, 1990).
Use these suggestions and check off the techniques you use with children.
As a teacher, do I:
 G et down to the child’s level and as close to his or her ears as necessary?
 Maintain eye contact with the child throughout the conversation?
 Speak distinctly and use correct grammar?
 Know when children can figure out new ideas and concepts on their own and when it is important to explain things to them step-by-step?
 Refrain from talking about a child when the child or other children are present?
 Know how to establish and maintain order in a classroom in a manner that permits the children to learn how to participate in and enjoy learning?
 Encourage children to participate in classroom activities and to honor classroom
rules?
 Let my face and voice tell the child that what I am saying or doing is
important or interesting and fun?
 Provide honest, brief and simple answers to children’s questions?
 Listen to what the children say and expand upon their language, building their vocabulary and background knowledge?
 Plan activities that have a purpose and that challenge children?
 Use reminders rather than questions when children forget or refuse to follow
directions?
 Use short, simple sentences or comments?
 Talk about the here and now?
 Know when to teach directly, when to provide time for exploration and discovery, when to practice skills, and when to encourage creativity?
 Talk about what the child is seeing or doing or what the child is interested in?
 Provide many opportunities for conversations between and among children and with adults?
 Say the obvious? Everything has a na me….use it!
 Put children’s feelings into words?
 Use new words over and over again and use a variety of sentence forms?
 Take a child’s short response and put the response back into a whole sentence?
 Correct a child when he or she uses incorrect language?
 Te ll the child what I want him or her to do and not what I don’t want him or
her to do?
 Make statements that will encourage the child to continue his or her desirable
activity?
 Recognize children for efforts, as well as accomplishments?
 Provide simple explanations to children’s questions?
 Explain the anticipated consequence of specific behaviors?
 Talk with the children not other staff during program hours unless the
conversation is related to immediate program activities?
 Ask questions that will make a child respond with something other than yes or no, such as, “Tell me about…”?
26

Building Positive Skills
The following are other skills to help a child build confidence and trust. Post a copy of this list on the wall in the teacher’s area.
DO
Help the child develop an, “I-can-do-it attitude.
Use as few words as possible when giving verbal direction.
Reinforce words with actions. Body gestures are another form of guidance.
Use simple words to communicate clearly.
DON’T
Don’t destroy the child’s self-confidence by doing everything for him or her.
Don’t use too many words and confuse the child.
Don’t be inconsistent. Model the behavior you expect from the children.
Speak in a calm, quiet, relaxed tone of voice.
Encourage independence and cooperation.
Don’t use a vocabulary that is beyond the children’s level of understanding.
Don’t raise your voice. Save loud voices for an emergency.
Don’t dress and feed children who are able to care for themselves.
Don’t deprive children of a transition time. Provide the children with time to change activities.
Consider children’s feelings. Don’t deprive the children of recognizing, understanding, and learning to express their feelings in acceptable ways.
27

Classroom Management: Daily Routine and Schedules
Establishing a daily routine and schedule has many benefits. Routines such as toileting, resting and eating are everyday experiences. They serve as a fram ework around which the child’s day is organized. It gives the child assurance, trust and confidence to know that there are familiar aspects of the day which he or she can anticipate and understand. Establishing consistent daily routines also help a child learn:

a sense of the passage of time;

be successful and experience a sense of independence;

provide opportunities to be responsible; and

experience less confusion and minimize behavioral difficulties.
The Early Childhood Education Program: Standards of
Quality, Early Childhood Education Curriculum Framework and High/Scope, Curiosity Corner, Comer and Bank Street approaches and/or curricula all present suggestions and samples of various daily routines.
All classrooms must post their daily routine and schedule. Examples of the High/Scope
Routine and Curiosity Corner Daily Schedule are presented in the next pages for both a 10 hour-day and a six-hour educational day. Your daily routine or schedule may vary from these examples.
The focus of the High/Scope daily routine is to allow the children time to plan their activities, time to work on their plans and then the opportunity to review what they accomplished during their work time. This process is referred to as “Plan – Do – Review” . Below is a figure depicting this process. In addition, an example of a ten-hour and six-hour High/Scope daily routine follows.
The High/Scope daily routine is comprised of learning activities arranged in blocks of time as described below.
Large Group Time
All the adults and children in the class get together to play games, tell and reenact stories, sing songs, etc. It’s an opportunity for each child to participate in a large group by sharing ideas and
28

learning ideas from others. Cooperation, taking turns, and listening skills is emphasized in this activity. Activities include music, rhythm, stories and language development.
Planning Time
Children indicate to the teacher or assistant teacher what area(s) or center(s) they want to work in, as well as what they plan to do in their chosen area. Children decide for themselves what they are going to do during work time. They indicate this to the teacher, who helps them through their ideas, records the plans for them and helps them get started.
Work Time
Children carry out projects and activities they have planned. Children work with any materials in the learning center or area. Teachers encourage children’s cognitive, social, emotional and physical development by asking questions to enhance thinking and problem-solving skills as children carry out their planned activities. Children who have completed their initial plan may work on another activity.
Recall Time
This block of time helps to bring closure to the plans the children made during planning time.
Discussion with their teacher or teacher aide focuses on what the children accomplished during work time. Children work with the same person whom they have planned and share/discuss what they have done. Recall helps children reflect on what they have done, their understanding of their accomplishments, the problems they encountered and how to build upon these past activities.
Small Group Time
Small groups of children meet with their teacher to work on materials chosen by the teacher in an activity designed to allow observation and to assess children in terms of the Key
Experiences.
Outdoor Time
A time for vigorous, noisy, physical play. Outdoor time allows children to play together, invent their own games, and enjoy and interact with the natural environment.
Meal Times
Meals and snacks are times for teachers and children to enjoy healthy foods and engage in language building activities.
Clean Up Time
The process of restoring order to the classroom is clean up time. Children are expected to return materials and equipment to their storage spaces. Children learn where items belong and why certain items are stored together. When appropriate, personal creations can be left on display.
29

HIGH/SCOPE DAILY ROUTINES
High/Scope – TEN (10) Hour Daily Routine
Time
7:30 – 8:30 a.m.
8:30 – 8:40 a.m. Cleanup Time
7:30 A.M. – 5:30 P.M.
Activity
Arrival/Breakfast/Small Group Time
8:40 – 9:10 a.m.
9:10 – 9:25 a.m.
9:25 – 10:15 a.m.
10:15 – 10:25 a.m.
10:25
– 10:45 a.m.
10:45 – 11:05 a.m.
11:05 – 11:35 a.m.
11:35 – 11:45 a.m.
11:45 – 12:15 p.m.
12:15 – 1:15 p.m.
1:15 – 1:30 p.m.
1:30 – 2:15 p.m.
2:45 – 3:15 p.m.
3:15 – 3:30 p.m.
3:30 – 3:45 p.m.
3:45 – 5:30 p.m.
Large Group Time
Planning Time
Work Time
Clean-up Time
Recall Time
Small-group Time
Outside Time
Bathroom/Wash Hands/Prepare Lunch
Lunch
Rest time/Quiet Activities
Wake Time/Bathroom
Plan-Do-Review
Small Group Time
Snack
Large Group Time
Outside Time/Departure
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SAMPLE
HIGH/SCOPE DAILY ROUTINES
High/Scope – SIX (6) Hour Daily Routine
Time
8:25 – 8:40 a.m.
8:40 – 9:00 a.m.
9:00 – 9:15 a.m.
9:15 – 10:00 a.m.
10:00 – 10:10 a.m.
10:10 – 10:30 a.m.
10:20 – 11:00 a.m.
11:40 – 11:45 a.m.
11:45 – 12:15 noon
12:15 – 1:00 p.m.
1:00
– 1:15 p.m.
1:15 – 2:00 p.m.
2:00 – 2:15 p. m.
2:15 – 2:30 p.m.
2:30 – 2:55 p.m.
8:25 A.M. – 2:55 P.M.
Activity
Arrival/ Breakfast/Small Group Time
Large Group Time
Planning Time
Work Time
Clean-up Time
Recall Time
Small-group Time
Bathroom/Wash Hands/Prepare Lunch
Lunch/Brush teeth
Rest time/Quiet Activities/Bathroom
Plan Time
Work Time
Recall Time
Snack
Outside Time/Departure
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The Curiosity Corner Daily Routine
In the Curiosity Corner program, themes are used each week to provide opportunities for learning. The daily routine includes ‘learning labs’ that are very similar to learning areas or centers as described earlier in this document. Each lab is introduced to the children and the children decide for themselves which labs they want to explore and in what order. Similar to the
High/Scope program, the children plan with the teacher what they want to learn about and how they can best accomplish that. Learning labs might include:





Art Lab
Writing Lab
Library/Listening Lab
Manipulatives Lab




Blocks Lab
Dramatic Play Lab
Sand/Water Lab
Science Lab
Cooking Lab
The Curiosity Corner Teacher’s Manual describes the entire program philosophy, curriculum components (including the learning labs), assessment, and parent participation activities. The following two pages provide a sample daily routine in the Curiosity Corner program for a tenhour and six-hour day.
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SAMPLE
Curiosity Corner Daily Schedule
Curiosity Corner – TEN (10) Hour Daily Routine 7:30 A.M. – 5:30 P.M.
Time
7:30 – 8:30 a.m.
8:30 – 8:40 a.m.
8:40 – 9:00 a.m.
9:00 – 9:15 a.m.
9:15 – 10:00 a.m.
10:00 – 10:10 a.m.
10:10 – 10:30 a.m.
10:30
– 11:00 a.m.
11:00 – 11:45 a.m.
11:45 – 12:00 noon
12:00 – 12:30 p.m.
12:30 – 1:30 p.m.
1:30 – 1:45 p.m.
1:45 – 2:45 p.m.
2:45 – 3:05 p.m.
3:05 – 3:15p.m.
3:15 – 3:45 p.m.
3:45 – 5:30 p.m.
Activity
Arrival/Breakfast/Small Group Time
Greetings and Readings
Clues and Questions
Rhyme Time
Learning Labs
Clean-up Time
Snack Time
Story Tree
Outside Time
Bathroom/Wash Hands/Prepare Lunch
Lunch/Brush teeth
Rest time/Quiet Activities
Wake Time/Bathroom
Learning Labs
Story Tree
Snack
Question/Reflection
Outside Time/Departure
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SAMPLE
Curiosity Corner Daily Schedule
Curiosity Corner – SIX (6) Hour Daily Routine 8:25 A.M. – 2:55 P.M.
Time
8:25 – 8:40 a.m.
8:40 – 9:00 a.m.
9:00 – 9:15 a.m.
9:15 – 10:15 a.m.
10:15 – 10:30 a.m.
10:30 – 10:50 a.m.
10:50 – 11:30 a.m.
11:30 – 11:45 a.m.
11:45 – 12:15 noon
12:15 – 1:00 p.m.
1:00
– 2:00 p.m.
2:00 – 2:20 p.m.
2:20 – 2:30 p.m.
2:30 – 2:55 p.m.
Activity
Arrival/Breakfast/Small Group Time
Greetings & Readings
Clues & Questions
Learning Labs
Clean-up Time
Story Tree
OutsideTime
Bathroom/Wash Hands/Prepare Lunch
Lunch/Brush teeth
Rest time/Quiet Activities
Learning Labs
Story Tree
Snack Time
Question/Reflection/Departure
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Transition Times
Moving smoothly from one part of the day to the next or from one activity to another (transition) is important so that children are neither stressed or hurried or bored with waiting or pointless repetition (Hohmann & Weikart, 1995). Transitions should maintain the flow of the daily routine so that children can anticipate upcoming events and move toward them. Teachers may think transition time as unimportant times during the day, but they can be consequential events as they can mean the difference between a difficult day and one that goes smoothly for the children and adults. Transition times need to be adjusted to suit children’s needs. They can help with teaching children how to put away or store their belongings and toys and the reason for maintaining a clean and orderly environment. The following are guidelines for transition times.
Guidelines: Transition Times
 Keep to a minimum the number of transitions between activities, places and caregivers.
 Plan enjoyable ways for groups of children to move from place to place or activity to activity (e.g., count, sing, compare, observe, signs).
 When waiting time cannot be avoided, plan ways to keep children actively involved.
 Offer appropriate choices to individual children before a transition.
 Alert children to the upcoming change.
35

Managing Field Trips
Trips outside school are important as they help a child learn more about the world in which they live. Preparation for a field trip is essential. The children need to know what they are going to see, what to look for, what they can do and what they cannot do and what to expect. Children need to be prepared for unusual or unexpected events such as loud noises or sudden changes.
For the maximum benefits of a field trip, educational goals must be carefully planned. Some of the reasons for adding field trips to the curriculum are to:











Develop keener observational skills.
Provide first-hand experiences.
Build background knowledge.
Build vocabularies.
Clarify concepts as new information is gained.
Learn about the community.
Participate in sensory experiences.
Gain new insights for dramatic play.
Enjoy learning about the environment.
Practice following directions while in a group.
Practice acceptable social behaviors.
Task
1.
Select trip.
2.
Determine costs.
3.
Plan goals.
4.
Consider dangers involved.
5.
Plan and take a pre-trip without children.
6.
Share trip expectations with children and tour guide.
7.
Revise goals, if necessary.
8.
Plan pre- and post- trip activities.
9.
Inform parents of trip.
10.
Prepare name tags for children to wear on trip.
11.
Check to see that all children have a signed permission slip.
12.
Leave permission slips in the main office.
13.
Prepare a sign for classroom door.
14.
Collect first aid kit, paper tissues and refreshments/lunch, when necessary.
15.
Take trip.
16.
Send thank-you notes.
17.
Discuss trip with children and complete post-trip activities.
18.
Make notes in trip file that might be useful for future field trips.
Date
Completed
36

WORKING WITH PARENTS, CAREGIVERS AND VOLUNTEERS
“Good Communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom.”
(Early Childhood-Head Start Task Force, 2002)
Benefits of Communicating with Parents, Caregivers and Volunteers
Many preschool classrooms invite parents, caregivers and volunteers to visit and participate in the daily activities. These groups can be a valuable resource to the preschool program, but the teacher must be ready to accept and know how to guide these visitors in working with young children. Below are suggestions for working with parents, caregivers and volunteers.
Communication with parents, caregivers and volunteers will help them:
 Better understand how you are helping to prepare their children for success in school.


Learn how well their children are progressing in developing the building blocks of learning.
Learn ways in which they can help their children at home.
 See that the adults in their children’s lives care about them and are interested in their learning and development.
How to Communicate with Parents, Caregivers and Volunteers




Talk to parents and caregivers as they deliver and pick up their children.
Send home newsletters, notes or e-mails to inform them of what their children are learning.
Schedule conferences or regular meetings to let them know how their children are progressing.
Prepare information that show parents and caregivers how they can reinforce learning at home.
37

Tips for Working with Parents, Caregivers and Volunteers in the Classroom
Many times volunteers, such as parents, or higher education students working on a practicum for a class, offer to volunteer in your classroom. Here are some suggestions or tips for these volunteers. Copy, share and discuss these with any volunteer before they assist you in your classroom.
Remember, the children must always come first. The volunteer should share in the child’s interests by:
General Tips for Working with Children
 Stating suggestions to children positively by telling what the child should do. For example, instead of saying “Don’t put the puzzle on the floor”, tell the child where to put the puzzle, “Put the puzzle on the second shelf.”
 Recognizing children’s work, such as, “I like your painting“, or
“Thanks for hanging your coat on the hanger”, or “You’re good at helping with cleanup.”
 When talking with the children, get down at their level by squatting or sitting. As the child speaks, give him or her your full attention.
 Speak with other adults only when necessary.
 Never do for a child what he or she can do for himself or herself. That is, always stress independence. Let the children put on their own coats, boots, etc. Assist only when absolutely needed.
 Avoid discussing the children outside the classroom.
Ideas for Classroom Participation for Parents, Caregivers and Volunteers
 Be the class photographer.
 Assist in neighborhood community trips and field trips.
 Collect materials for art projects and help make all kinds of teaching tools, such as puppets, beanbags, games and manipulative items.
 Prepare an ‘’ethnic” snack to share with the class.
 Share a special hobby or talent during large group time.
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Tips for Large Group Time or Story Tree Time: Reading a Story for
Parents, Caregivers and Volunteers
 Sit in the circle with the children.
 Allow children to sit close to you.
 Show your interest in the story by listening attentively.
 If you are asked to read, hold the book so all the children can see.
 Ask children questions, such as, “What is this person doing in the picture? “ or “Can you tell me what is happening?”
Tips for the Art Center/Area: Painting for Parents, Caregivers and Volunteers
 Children need to wear a smock while painting.
 Only one child should use each side of the easel at a time.
 Encourage the children to replace the brushes in the proper color.
(There is one brush for each color or container for paint.)
 Show an interest in the children’s work, but do not interpret it for them.
Likewise, do not ask children what they have made. Ask children what is happening in their picture.
 After children finish painting, have them, if possible, write their names in a corner on the picture. Or you help them write their name. Ask the child to spell their name as you write it.
 Help children hang finished paintings on a drying rack or counter.
 At the end of the day, encourage the children to take their paintings home.
Tips for the Music Center for Parents, Caregivers and Volunteers
 Participate with the children.
 Reinforce the teacher’s actions.

39