Class+Setup

Classroom Setup
Both the physical and social environment influence the children’s physical, cognitive, linguistic, and social-emotional development (Morrison, 241). The layout of this environment is conducive to the safety of the students as well as moving with ease from small group to large group instruction. The optimal environment for the kindergarten classroom would have lots of windows to allow natural light as well as a door to an outside playground or yard. The classroom drawn has an outside door that would lead to a fenced in outside exploration area and playground. The placement of the student desks through the center of the room allows the students to break out into centers and then come back to the center of the room for large group discussion and activities. The open space allows for easy movement and transitions. The placement of the centers is to aide in small group rotation. After the children have participated in activities at the various learning centers they will have expanded on their knowledge of previous group lessons and have developed their skills by completing small group activities. Through exploration and play at each center the children will work in a small group setting on activities both independently as well as collaboratively with other students. Learning to read and write is a high priority in the kindergarten classroom therefore opportunities to participate in activities that promote literacy are available throughout the centers in the classroom. After participating in activities in the garden center the student will have an understanding of basic math and science concepts by completing activities that are centered on predicting, observing, and investigating. This center is placed near the outside door so activities can easily transition from inside to outside. The hands on activities at this station may be messy so the sink is also nearby for easy cleanup. Activities may include planting a butterfly garden and observing it grow, learning to identify various plants and animals, and planting a class garden. After participating in activities in the imagination station the student will have participated in role play and creative drama activities, engaged in self directed interactions, and developed oral skills through self guided play. The environment would be a rotating schedule of “settings”. One example of a setting is “camping” the station will include a pop-up tent, a picnic table, a fake fire and grill, as well as sleeping bags and a fake fish pond. The materials are intended to facilitate self directed group play. The teacher will incorporate activities for creating materials to enhance the play. For example creating telescopes to “stargaze”, creating fake food to grill or cook over the open fire, or adding animal prints around the center to teach about various woodland animals. After participating in activities in the construction zone the student will have sorted, grouped and experimented with blocks, built language experiences, developed a sense of community, and replicated true to life structures. The activities would range from free play with blocks to reproducing buildings to creating blueprints. The construction zone is adjacent to the circle rug and chalk board so there is more space for the children to play during center time. After participating in activities in writer’s world students will be able to express ideas symbolically, build oral and print vocabulary, develop phonemic and phonological awareness. The activities engage the children in thinking, listening, reading and writing. Examples of activities include engaging in technological literacy activities, free write, handwriting practice, using clay to mold letters and using magnetic letters. The center will contain a daily activity to promote literacy. The activities will extend the overall classroom theme and relate to large group activities. Extension activities include creative writing as well journal reflections. After participating in activities in the fitness center the students will have an understanding of health and physical activity. The activities at the center will promote healthy eating and living as well as positive physical movement. The students will build positive cooperation skills, sharing spaces and objects, and working with a variety of manipulatives. Examples of activities include learning about various exercise techniques, the food pyramid, visits to the doctor and personal health care. Exercise techniques include aerobics, yoga, and dancing. The fitness center includes a student table so children can work on hands on activities as well as physical activities. Having both options allows the station to promote both gross motor as well as fine motor development. After participating in activities in the quiet corner children will have developed listening skills as well as an appreciation for reading. The center is designed for relaxation and literacy promotion. The materials in the center include soft beanbags, a wide range of books, and CD players with headphones. This quiet area of the room is too help children relax and take a break from the every day hustle and bustle. This learning center is important because it gives children who may not wish to engage in small group activities a place to go and engage in solitary activities until they are ready to participate. After participating in activities in the creative corner children will develop their social/emotional as well fine motor skills. Children will have the opportunity through hands on art projects to express their creativity and practice basic skills, for example manipulating scissors, paint brushes and crayons. Some skills that will be practiced through projects that require exploration of a variety of art media, building choice making skills, and enhancing fine motor development. The layout of this environment supports children’s learning and increases opportunities for social cooperation’s between peers (Morrison, 234). It is a safe environment that engages the children in active learning. The classroom activities provide for modeling and guidance as well as independent work.