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Evaluating Your Indoor Environment

Evaluating Your Indoor Environment. Are there large spaces for the whole group to meet comfortably? Are there medium spaces for small-group instruction? If there is a team teaching, are these far enough apart to reduce interference?

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Evaluating Your Indoor Environment

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  1. Evaluating Your Indoor Environment • Are there large spaces for the whole group to meet comfortably? • Are there medium spaces for small-group instruction? If there is a team teaching, are these far enough apart to reduce interference? • Are there small spaces for two or three children to work in together? • Are there quiet spaces for individual tasks? • Does table space and the room arrangement support cooperation? Chapter 5 Exploring Your Role, Jalongo & Isenberg, Pearson Education, Inc., 2004.

  2. Are there movable walls, furniture, or bookcases dividing interest centers? • Are the interest areas clearly labeled and defined (e.g., dramatic play centers, writing centers)? • Are there clear pathways and traffic lanes? • Is there a quiet space for children to work or be alone? • Are the furnishings and materials appropriate for learning tasks that are accessible to children? • Is the children’s work attractively displayed at eye level throughout the classroom? Chapter 5 Exploring Your Role, Jalongo & Isenberg, Pearson Education, Inc., 2004.

  3. Are there attractive, up-to-date bulletin boards and pictures? • Are there visual images that portray a range of roles and cultural backgrounds? • Are there soft spaces with rugs, pillows, or cushions that make the room warm and inviting? • Is safety considered in available supplies and equipment? • Are there fresh, pleasant smells and living plants? • Are there positively worded signs and messages? Chapter 5 Exploring Your Role, Jalongo & Isenberg, Pearson Education, Inc., 2004.

  4. Are there diverse textures and shapes and natural materials that invite children to explore and discover? • Is the space flexible and does it allow for expansion? • Is there an ample supply of open-ended materials to challenge thinking and prevent frustration? • Are the children’s lives and interests represented throughout the room with work samples, photographs, sketches, and cultural artifacts? Chapter 5 Exploring Your Role, Jalongo & Isenberg, Pearson Education, Inc., 2004.

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