9
Preparing the
Environment
Objectives
 Explain the value of planned indoor and outdoor space
in a child care center.
 Summarize factors that affect the organization of space
in a center.
 Name the basic activity areas in a center, along with
the functions of each area.
 Organize basic activity areas
of the classroom and outdoor
playground.
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Tour a classroom
 http://www.youtube.com/watch?v=fm7hIwLX
uTU - Indicators of a quality early learning
environment
 http://www.youtube.com/watch?v=m7MQ4ni
Gb6c – ECD321324 Preschool Classroom
Tour.wmv
 http://www.youtube.com/watch?v=vbGjt0uO
EeQ – A video tour of a preschool
classroom
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Value of Planned Space
 Well-planned space provides
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a physically safe environment
areas that promote developmental growth
an abundance of materials
areas that are easy to supervise
pleasant space for both adults and children
children easy access to materials
comfortable work and play areas
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Physical Space
 May be divided into seven main areas
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Entrance
Director’s office
Isolation area
Kitchen or kitchenette
Staff room
Bathrooms
Classroom or playroom
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Indoor Environment
 The classroom or playroom should
 be on the ground floor close to an exit
 have a rectangular shape, allowing optimal
supervision; at least 35 sf. per child
 have walls with lead-free washable paint
 include some type of audiovisual board
 have carpeted flooring
 have lightweight doors with low handles
continued
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Indoor Environment
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include acoutstic material to absorb sound
have temperature range of 68 – 70 degrees F
have 40 – 60 percent humidity
place electrical outlets above children’s reach
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Furniture
 Classroom or playground
furniture should be
durable, washable, and
stackable
 Chairs
 Tables
 Storage units
 Lockers and cubbies
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Color Choices for
Child Care Centers
 The use of colors can affect how teachers
and children feel about their classroom
 Room should look good, feel spacious
 Cool colors: blue, green, and purple
 make a room appear larger
 Warm colors: red, yellow, and orange
 make a room seem smaller
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Factors That Affect
Space Organization
 Space should define the scope and limits
of activities
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Licensing requirements
Program goals
Group size
Scale
Traffic patterns
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Licensing Requirements
 All states have their own licensing
requirements for child care centers
 Common requirements include
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a minimum number of fire extinguishers
all exits must be clear
entrance door must open to the outside
a minimum number of square feet of space
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Program Goals
 Based on children’s abilities, age, and skills
 Stimulate growth and development
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Positive self-concept
Independence
Problem-solving skills
Fine-motor coordination
Promote self-control
continued
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Program Goals
 Language skills
 Prosocial behavior
 Appreciation of cultural diversity
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Group Size
 Group size is an important factor to consider
when arranging space
 The more children there are, the more empty
space is needed
 Plan between one-third and one-half of the
classroom for open space
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Scale
 The classroom environment must be scaled
to the size of its occupants
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Child-sized furniture
Bulletin boards
Toilets
Water fountains
Sinks
Pictures
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Traffic Patterns
 Arrangement of classroom center around
the traffic pattern
 The way people move through the classroom
area
 Arrange furniture to create useful traffic patterns
 Program activities affect traffic patterns
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Organizing Basic Activity
Areas
 Space at a child care classroom is divided
into basic activity areas.
 Provide the ideal environment for active
learning
 Each activity area is clearly defined, yet
flexible
 Arrange activity areas by function
 Wet or dry
 Active or quiet
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Organizing Basic Activity
Areas
Science
Sensory
{sand, water}
Art
Eating
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Gross-motor
Music
Woodworking
Blockbuilding
Dramatic play
Small manipulative play
Library
Sleeping
Private space
Writing center
Technology area
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Organizing Basic Activity
Areas
Blockbuilding
Area pg 220
Art
Area pg 221
Dramatic play
Area pg 221
Sensory
Area pg 221-222
Woodworking
Area pg 222
Sleeping
Area pg 222
Language
Area pg 222-223
Music
Area pg 223
Private
Space pg 223
Science
Eating
Technology
Area pg 223-224 Area pg 224-226
Area pg 224
Small
Displaying a
Outdoor play
manipulative environments
child’s work
pg 227-228
Area pg 222
pg 226-227
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Activity Research
 Which activity area were you
assigned and what kind of
activities take place there?
 What kind of supplies might
be needed in this area?
 Which goal does this activity
area support on page 217 in
the textbook?
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Outdoor Play Environments
 In outdoor areas,
 the required number of sf. per child varies by
state; usually from 75 to 200 sf. per child
 a rectangular space is most functional
 U- or L-shaped playgrounds are more difficult
to supervise
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Planning the Playground
 Consider the following guidelines:
 equipment should be far apart
 all equipment should be visible
 children should not have to walk through one
area to get to another
 between one-third and one-half of the
playground should be used for play equipment
continued
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Planning the Playground
 Planning the playground involves
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fencing
surfaces
landscaping
storage shed
wheeled toy paths
continued
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Planning the Playground
 stationary equipment: equipment that is set
permanently in the ground for stability
 sandbox
 water
 animal shelter
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Design your own:
 Requirements:
 Design a preschool classroom using graph
paper, a ruler and a writing utensil
 Use as much of the graph paper as possible. A
good size guide is: 1 square = 1 foot
 There must be one entry door and one doorway
that goes to the kitchen area and restrooms
 Include at least 8 activity areas in your room
 Label all areas and furniture – pg. 225
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Examples
 http://www.environments.com/visualize/ Visualize your new room
 http://www.youtube.com/watch?v=9xCCBIvg
WQ0 - Making room for play: The preschool
room plan
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Permission granted to reproduce for educational use only.
Glossary
 acoustic material. Material used to deaden
or absorb sounds. Carpets, drapes, bulletin
boards, pillows, stuffed toys, and sand are
examples.
 audiovisual board. A smooth wall board
that serves as a bulletin board, chalkboard,
and movie screen.
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Permission granted to reproduce for educational use only.
Glossary
 cool colors. Colors, such as blue and
green, that make a room appear larger and
create a feeling of openness.
 cubbies. Top sections of lockers used to
store finished artwork, library books, parent
letters, and other valuable items.
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Glossary
 isolation area. Special room or space in
the center for children who become ill or
show signs of a communicable disease.
 sensory table. Table in the sensory area
that gives children the opportunity to
experience the sensations related to water
and sand. It also allows them practice in
social situations. Also known as a water
table or sand table.
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Glossary
 staff room. Room in a child care center
provided for staff to spend work-related time
away from the classroom.
 stationary equipment. Permanently
installed equipment in the playground, such
as jungle gyms, slides, and tree houses.
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Glossary
 traffic pattern. The way in which people
move through the classroom area, affecting
its arrangement.
 warm colors. Colors including red, yellow,
and orange that make a room appear
smaller.
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Introducing Activity Areas
 Children require an introduction to the
activity areas in the classroom
 What materials are in each area
 Which activities happen in each area
 Safety and cleanup rules
 Learn the routine for using and replacing
materials
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Blockbuilding Area
 Blocks give children practice
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sorting
grouping
comparing
arranging
make decisions
cooperating
role-playing
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Art Area
 Place the art area near a water source
 Groups or individuals can use the area
 Use tables, chairs, easels, drying racks,
and shelving units that are easy to clean
and maintain
 Label the materials shelves clearly
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Dramatic Play Area
 Known as the home living or housekeeping
area
 For younger children, should be arranged to
look like a real home
 Stove, refrigerator, sink
 Table and chairs
 Other props, such as dolls, dress-up costumes,
kitchen utensils, and cleaning tools
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Sensory Area
 The sensory table (water or sand table) is a
key piece of equipment
 Place sensory table near the water source
 Items to provide should be rustproof
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Shovels and spoons
Sand pails
Measuring cups
Funnels and strainers
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Woodworking Area
 Locate near the art area to decorate wood
sculptures with paint
 This area should be outside the line of traffic
 Items to provide may include
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safety goggles
simple tools
wood scraps
styrofoam pieces
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Sleeping Area
 Most preschoolers rest or nap after lunch
 Most states have licensing rules for children
under age 5
 Not all programs have separate sleeping
areas
 Flexible room arrangement is key
 Allow sufficient space for sleeping
 Check state regulations (2 ft. between cots)
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Small Manipulative Area
 Locate in a dry, quiet area of the playroom
 Items in this area often include
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table blocks
puzzles
plastic building pieces
parquetry blocks
stringing beads
sewing cards
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Language Area
 Locate in the quietest part of the classroom
 Items in this area should include
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books and magazines
paper and markers
table and chairs
shelving
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Music Area
 Provide space for moving and dancing
 Items found in most music areas include
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rhythm instruments
CDs and players
puppets and scarves
piano, if space permits
guitar or autoharp
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Private Space
 Provide a space where
children can be alone
 Lofts are good options
 The space should
 be small
 allow room for only one
or two children
 be visible to the teacher
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Science Area
 Arrange the science area
 in the wet, active area of the classroom
 near the light and water source
 Most science areas contain
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at least one table
a shelving unit
small caged pets
project materials
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Technology Area
 Locate in the quiet, dry part of the classroom
 Where you place the computers might affect
how often they are used
 Keep monitors visible throughout the
classroom to
 increase curiosity
 facilitate supervision
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Eating Area
 When space is available, provide a separate
eating area
 Locate it near the kitchen for
 easy service
 easy cleanup
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Displaying Children’s Work
 Display children’s work throughout the
activity areas using
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bulletin boards
wall hangings
clothesline
appliance boxes
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