Environment Plans

Environment Plans By: Melissa Reali

Diagram of Infant Room 8 children Ages: 6 wks. to 12 mos. Approximately 600 sq. ft. Bulletin Board crib Glider Entrance Shelf Nursing Entry Area Parent Sign-in Children’s Cubbies Wall Cabinet Teacher Storage Nap Area window crib Glider Parent Communication Area Shelf See through glass window Book Shelf Bulletin Board Wall mounted cabinet Diapering Area Changing Table Corner shelf browser box Gate Sink Cozy Corner/Protected Play Mealtime Area Teacher Chair Refrigerator Mirror and pull up bar Table for mobile infants Low shelf Teacher Chair Chair Chair Highchair Gross Motor/Active Play Area Food Prep Area Highchair Highchair counter Sensory Table cabinets Exit window window

Room Areas Entry Area/Parent Sign In: In this area the parents sign their children in and out on the sign in/out sheet Children’s Cubbies and Parent Communication Area: Each child has their own personal cubby so parents can hang up the child’s coat and diaper bags. In the parent communication area there is a glider for parents to sit for a few minutes with their child or to read notes or write notes. There is a parent bulletin board in this area as well for any important information the parents need to be aware of. On the book shelf, are the child’s portfolios for parents to look at from time to time. In this area I have included a teacher storage cabinet as well for the teacher to have personal space as well and a place to keep supplies. Nap Area: The nap area is separate from active play and eating. Each child has their own crib. Parents can bring in comforting items from home to personalize their baby's crib. Lighting is dim and the nap area is a quiet place. There is a glass window to see through into the nap area and also a nursing area is provided to mom’s who nurse their babies. Gross Motor/Active Play Area: In this area the mobile infants are involved in active play. There is a small climber and slide in this area. This area is carpeted. There is a bar and mirror for the infants to pull themselves up on and look at themselves. There is a sensory table in this area to explore items. There is a low shelf with toys on it for the children to choose and play with.

Room Areas Cozy Corner/Protected Play Area: In this area it has a comfortable feel to it. There are low shelves with books and soft toys for the children to explore. There is also family pictures displayed in this area. The browser shelf has different board books available for the children. This area is carpeted. There is a variety of toys for the children to explore and play with. This area has a fence like material around it to separate it from other areas in the room. Mealtime Area: This area is also separate from the active play area, diapering and nap area. There is a tile floor for easy clean up. There are high chairs to feed infants who are able to sit up and also a low table with stable chairs for older mobile infants to sit at with a teacher. Caregivers use mealtimes as good occasions to promote children’s independence and self help skills. It is also a pleasant experience for the children and teachers. Food Prep Area: This area includes a sink, refrigerator, storage cabinets for storing baby food, cereal and supplies for mealtimes – cups, plates, utensils, and bibs. There is enough counter space to prepare food and store and use equipment to warm food. This area is also tiled for easy clean up. Diapering Area: A space that is separate from the play and eating area with a sink. Diapering supplies and extra clothes are kept in the wall mounted shelf above the changing table. Caregiver and child one on one interaction takes place during diapering time. This area is tiled.

Furniture, Equipment and Materials • Entry Area/Parent Sign In/Out Area: • Shelf: at a good height for parents to sign in/out their child • Pens & paper are provided • Bulletin Board to display children’s art work • Carpet: for “a welcoming feel to the entry way to the room” • Children’s Cubbies & Parent Communication Area: • Cubbies: each child has their own place for personal items to be kept safe • Storage Cabinet: For teacher’s use to store supplies • Glider: for parents to sit and read children’s daily sheets or just sit with their child • Book shelf: Where each child’s portfolio is kept • Book Shelf: Child’s folders – Each child has their own folder for important papers and daily sheets are put for parents to read • Bulletin Board: Parent Information Board – parents can read important information flyers, upcoming events, newsletter is posted, monthly calendar is posted.

Furniture, Equipment and Materials • Nap Area: • Glider: For nursing mothers to nurse their children • Cribs: there are eight cribs on wheels in the nap area for each child to have their own personal sleeping space. Each crib has comforting items from home in them and cribs are labeled with child’s name • Separated wall of glass is there to control noise and make the nap area a peaceful play to rest • Lights are able to be dimmed • Entry way into nap area: is a split door for easy visuals into the nap area and also helps keep sleeping children separated from non sleeping children • Shelf: For cd player, cd’s, extra crib sheets and blankets • Gross Motor/Active Play Area: • Climber: helps children to test their gross motor abilities • Low shelves with baskets to hold toys: variety of toys – puzzles, stacking cups, noise making toys, blocks, pull toys and animal figures. • Mirror and pull up bar: for older infants to pull themselves up on and enjoy looking at themselves in the mirror • Sensory table: appropriate size for older infants to stand around. A variety of items can be use for the children to explore with their senses.

Furniture, Equipment and Materials Cozy Corner/Protected Play Area: • Browser box filled with sturdy board books • Corner Shelf: has soft toys for the children to play with like stuffed animals and soft plastic/fabric books • Picture wall: family pictures are displayed for the children to look at throughout the day • Activity mats • Oversized pillows, bobbie pillows Mealtime Area: • Low table with stable chairs for older infants to eat • Teacher chair: the teacher can eat with the children and encourage them to eat by themselves and using their utensils on their own • High chairs: for younger infants that are able to sit up and eat • Teacher chair in high chair area: teacher can sit and feed the children in the high chairs • Floor is tiled for easy clean up of spills • Storage Cabinet for teacher’s items

Furniture, Equipment and Materials Food Prep Area: • Sink: to wash hands and is a separate sink only used in the food area • Counter: to be used to prepare food • Bottle Warmer: to warm up bottles • Microwave: to warm up food • Storage Cabinets: to store plates, cups, utensils, cereal, jars of baby food, formula, bibs, and wash clothes • Refrigerator: to store food and bottles in • A Locked cabinet to storage cleaning supplies in Diapering Area: • A sturdy changing table • Wall mounted cabinet: to store children’s diapering supplies: diapers, extra clothes, and wipes • A locked cabinet to store cleaning supplies • Sink: To wash hands and is only used in the diapering area

Rationale When I was designing my classroom for infants, I was thinking about the placement of the areas and the materials and equipment that would be best for infants in this environment. I would choose soft neutral colors for the classroom to help keep the room calm and inviting. The shelves would be low and accessible to the children. Storage containers are attractive and neat. Items are well organized and everything has it’s place. I am a neat person, so I like a neat and organized classroom free of clutter. I think this helps keep the room safe for the children. The classroom reflects the children by having the children’s artwork displayed, family pictures up around the classroom and there is a space for each child’s person items. I think my design shows the room to be an inviting and comfortable place for adults and children. The arrival/departure area is welcoming and I chose to have a parent communication area. Here the parents are given up to date information and it is also located near the children’s cubbies so when information is posted, parents will see the information. The diapering area/eating areas are located on tile for easy clean up of messes. There are separate sinks for the diapering area and the food prep and eating areas. There is a low table for older infants to eat at. The nap area is a quiet area where all the children have their own crib to sleep in with personal items. It is away from active areas. Then there is the cozy corner and protected play area for younger infants and in mobile infants to play and explore in a safe place. It is comfortable with carpet and cozy items to lay on and soft toys to play with. It is separated by a shelf from the gross motor area. The gross motor area is a good size space for older infants who are mobile to explore. There is also a sensory table in there to experience new items. I think my room is comfortable and inviting for families and children. It is a good size space with neutral colors. The materials and equipment are age appropriate and the space is designed for the children and their interests. My rationale was from readings from our text: The learning environment, Curriculum Planning

16-18 children Ages 3-5 years Approximately 740 sq. ft. Diagram of Preschool Room window window window Lighted table Sink Shelf Ref. Teacher cupboard Cupboard Sink Art Easels Child’s sofa window Dress up clothes storage unit chair Art Area Discovery Area Stove Loft Reading/ Listening Area shelf Rug Table Table Table & chair set Dramatic Play Area Pillows Shelf Rocking chair Arch way Writing Writing Desk window Table Book shelf Shelf Teacher Shelf Sand & Water Area Sensory table Block shelf Rug Mealtime Area/Table Top Toys Fine motor shelf Shelf Sofa Parent Communication Area Table exit Block Area/ Group Area Bulletin Board Storage cabinet Sink Children’s cubbies shelf Bathroom Storage Door Entrance

Room Areas Parent Communication Area: In this area, the children’s cubbies are located and each child has their own space for personal items. There is a shelf with each child’s portfolio and a sofa for parents to sit with their children for a few minutes to say good-bye. Also a communication area between teacher and the families. Art Area:In this area, the children are learning creativity and exploring with different art materials that are age appropriate like paints, collage materials, markers, crayons, water color sets, scissors, etc. There is a table to create art and also 2 art easels to create paintings by yourself or with another friend. Sand & Water Area:In this area the children can explore sand, water and other sensory items in the sensory table. They are learning to use their senses, encouraged to explore and experiment with different items. They are learning math concepts of measuring and volume. Also learning properties of substances through pouring, feeling, and mixing. Cooperative and imaginative play is fostered as children work together with open-ended materials. It is a hands-on learning center. Discovery Area: In this area the children are discovering and exploring new items. In this area children can ask questions, solve problems and answer questions. They are learning cause and effect and compare and contrast of different items. The children are encouraged to perform experiments, observe and document their findings.

Room Areas Table Top/Mealtime Area: This area is used for meal times to create a sense of family. The children participate in family style dining and are encouraged to engage in conversation with each other. The teacher sits with the children. Mealtime is also a time to practice self help skills – using utensils properly, pouring milk, scooping food, cleaning up after yourself, etc. When the children are not using this area for mealtimes, it can be a place to practice fine motor skills – play table top games – memory games, puzzles, pattern cards, etc. In play with manipulative toys and games children have opportunities to create, cooperate and solve problems. This is a space where a small group can work together or you can work alone. Dramatic Play Area:In this area children are imitating the actions of important grown-ups in their lives and then acting out different roles and feelings. When they take on roles and use materials to pretend, the children are learning symbolization and practicing daily living skills. They are manipulating the physical environment – putting on clothes with buttons or dress up shoes, and managing relationships are learned through dramatic play. In this area children can expand on the materials that are provided for them and get as creative as they want to. Writing Area: In this area children can explore, write messages and stories, and illustrate their writings. Children are provided with materials that encourage practicing writing their names and other words by having letter cards to trace and look at.

Room Areas Reading/Listening Area:In the reading and listening area, the children are learning to enjoy books and becoming motivated to read. There are many different types of books and literacy materials to choose from. In this area there are opportunities to listen to books on cd or have a teacher read a book to them. In this area the children are encouraged to read and listen to a variety of books. They can read books by themselves in the rocking chair or in small groups. This area is comfortable and inviting. Block/Group Area: Blocks help children develop motor coordination and strength, enhances imagination, and provide opportunities for children to work together. Blocks also provide children with learning experiences in measurement, problem solving and ratio. Building helps children gain experience in abstract representation that contributes to the ability to read and write. Children also learn mathematical concepts. Other items are added to the block area to extend play such as dolls, animals figures, cars, etc. In the group area the children come together to do group activities such as talk about the weather, sing the days of the week song, read a story together or discuss topics of choice. It is a gathering place for the teacher to instruct where the children can go during free choice time. This area is used for group activities.

Furniture, Equipment and Materials Parent Communication Area: • Children’s cubbies w/coat hooks: each child has their own so they can put personal items in and also to hang up their coats on the coat hooks • Sofa: a place for parents and/or children to sit and read a book together, say good-bye, look at pictures together, etc. • Shelf: Holds the children’s portfolios and other books for parents to check out • Bulletin Board: the class newsletter, calendar and any other important information is posted for parents to read Art Area: • 2 art easels: for children to create, different kinds of paint – tempera, water, cake, etc., paper, chalk, paint brushes, etc. • Smocks to keep children’s clothes clean • Open shelves with a variety of art supplies: paper of different colors and textures, items to draw with – markers, crayons, chalk, pencils, etc., collage materials – feathers, tissue paper, string, etc., scissors, glue, water color paints, finger paints, clay and tools like cutters, rollers, wooden sticks, etc., and assorted items to glue together like wood, magazines pictures, natural items, ribbon, cloth strips, etc. The top of the shelf can be used to dry 3-D creations. • Art table: children have a place to create art • Sink: to wash up after art projects • Drying rack: to dry pictures or art projects

Furniture, Equipment and Materials Sand & Water Area: • Sensory Table: holds different materials for the children to explore Examples: water, sand, salt, birdseed, snow, etc. Discovery Center: • Round Table and chairs for the children to sit at and explore materials • Lighted Table: Used to explore materials or see through blocks for math • Shelf: holds materials *Science materials: aquarium and a terrarium (on top of shelf) *Real plants, Science games, collections of objects & pictures, and Science reference books *Sorting trays, balancing scale with objects to weigh, magnifying glasses, rocks, color wheels, etc. *Math materials: Measuring tools – rulers, scale and measuring cups *Social Studies materials: artifacts, learning games, globe, human body activities, etc. • Teacher Cupboard: Teacher is able to store materials for the art center and discovery center and change out materials often

Furniture, Equipment and Materials Tabletop/Mealtime Area: • 2 large tables and chairs are in this area to seat 16 children for mealtimes. The tables can also be used for tabletop toys and manipulates and also for small group activities. • Shelf: Houses tabletop toys& manipulates, each item has it’s own place on the shelf and the container and shelf is labeled • Materials: puzzles, stacking cups, lacing cards, pegboards, beads and strings, materials for sorting like buttons, small rocks, beads, seeds, bottle caps etc., file folder games, games like memoryor teacher made matching games, deck of cards, and small foam colored blocks. Dramatic Play Area: • Child-size cupboard, sink, refrigerator, and stove. These are used by the children to act out domestic living. They also are storage for play food, plates, cups, utensils, empty boxes from grocery stores, plastic containers like yogurt containers and ketchup bottles and pots and pans for cooking. • Table and 4 chairs: for the children to act out meals • Loft Area: a play house or it can be changed into other dramatic play activities like a bakery or a post office. Underneath the loft there is a storage unit that houses all the dramatic play clothes – men shirts, dresses, shoes, hats, purses, etc. Doll bed and dolls are also under the loft area. Doll clothes, bottles and other doll items. • Books about different careers • Arch way: an entrance into the dramatic play area with a fence around it to make it feel like a home

Furniture, Equipment and Materials Writing Area: • Writing Desk with storage shelves on top of it • 2 chairs – correct size for children to be able to sit comfortably with their feet on the floor and elbows should rest easily on the table. • Materials in baskets: different types of paper, envelopes, note cards, note pads, pencils, erasers, markers, crayons, glue, staplers, string and hole punchers. • Other materials: children’s dictionary, clipboards, dry eraser boards with markers, word cards/sheets for tracing and looking at letters and words, letter stamps and wood letters that are both upper and lower case. Reading/Listening Area: • Child size sofa: for children to read and look at books alone or with a friend • Rug with ABC letters on it: to make the area feel comfortable • Child-size chair: for reading and listening to books • Shelf: Houses listening books to listen to, puppets, flannel board stories • Pillows: For a child to relax by themselves and read books • Book Shelf: variety of books • Rocking chair: to look and read books alone

Furniture, Equipment and Materials Block Area/Group Area: • Rug with a road and houses on it to: to build, drive cars and trucks on • Shelves with storage containers: to house blocks and other materials • Shelves are labeled and on the shelf for where the blocks go, there is an outline of the blocks so the children can match the blocks when they are cleaning up • Big rig toys – Semi trailers, dump trucks and a tractor • Farm, car garage with ramp and a race track • Materials on the shelves: wooden unit blocks of a variety of shapes and sizes, hollow blocks, cardboard blocks, interlocking blocks, animals, variety of people including people with disabilities, cars, trucks, street signs, and other props the children have created. • Posters and books about construction and building

Rationale When I was designing my preschool space, I was thinking about the readings from the learning plans and our textbook but also from experience in different classrooms I have seen and been in. I wanted to make sure my classroom reflected the children and their interests. I made sure the classroom was divided up into different learning areas. I used shelves as dividers and provided extra space for the block area and dramatic play area. The room has carpet for the block area, reading and dramatic play area, and writing so it can help with noisy control and also provide a soft place to play. The art area, discovery area, mealtime/tabletop toys area, and sensory area have tile for the flooring coverings because tile is easy to clean up messes. I feel the classroom is comfortable and inviting. I try to make sure they was enough space for each area and made the block area bigger because this area requires lots of space for building and constructing and it can also be used for group time and group activities. I like the idea of having a loft in the dramatic play area. It creates a more “home” feel to the dramatic play area and it can also be turned into different dramatic play areas. The room is flexible and organized. I would make sure the room is free of clutter and all the shelves and containers are labels to keep things neat. The space is a good size to allow for movement so the children do not feel crammed and on top of each other. The children’s artwork and pictures of their families are displayed in the classroom at the child’s level. There are spaces to spend some alone time if needed in the classroom as well. The room, materials, and equipment reflect the interests of the children in the classroom.

Concluding Comparison In an infant environment the focus is more on routine care like diapering, napping and feeding. These areas take up more space than the other two areas do. Infants are more depend on adults than preschoolers are. Infants are just starting to learn and trust their environment around them. There are not as many areas in an infant room as there are in a preschool room. In the preschool room, the room is divided up into different learning areas and focuses on different developmentally areas and encourages the children to engage in social activities. You will see more cooperative play going on in a preschool room. In an infant room it is mostly individual play or one-on-one interaction with an adult. The spaces in a preschool room are larger because preschoolers need more space for exploring and learning. Materials are different in an infant room than in a preschool room. Infants toys and materials are soft and bigger where as in a preschool room, materials are smaller and there is a lot more materials included in the room. Infants can become too stimulated from too much stuff in a classroom. In an infant room is can be much more calmer than in a preschool room because of the amount of space, children and activities that are going on in the preschool room. So infant environments are spaces designed to focus more on routine care and learning about their surroundings and preschool rooms encourage exploration, developmentally learning and self-help skills.

Environment Plans