Preparing the Environment

2. 9 Preparing the Environment

3. Key Concepts • Space at a child care classroom is divided into basic activity areas. • Developmentally appropriate programs include outdoor play environments as well as indoor environments.

4. Objectives • Explain the value of planned indoor and outdoor space. • Name the basic activity areas in a center, along with the functions of each area. • List criteria to consider when choosing playroom furniture and color schemes. continued

5. Objectives • Summarize factors that affect the organization of space in a center. • Organize basic activity areas of the classroom and outdoor playground.

6. Value of Planned Space • Well-planned space provides • 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

7. Physical Space • May be divided into seven main areas • Entrance • Director’s office • Isolation area • Kitchen or kitchenette • Staff room • Bathrooms • Classroom or playroom

8. 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

9. Indoor Environment • 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

10. Furniture • Classroom or playground furniture should be durable, washable, and stackable • Chairs • Tables • Storage units • Lockers and cubbies

11. Discuss • What are some features that the following children’s furniture should have?

12. 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

13. Factors That Affect Space Organization • Space should define the scope and limits of activities • Licensing requirements • Program goals • Group size • Scale • Traffic patterns

14. Licensing Requirements • All states have their own licensing requirements for child care centers • Common requirements include • 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

15. Program Goals • Based on children’s abilities, age, and skills • Stimulate growth and development • Positive self-concept • Independence • Problem-solving skills • Fine-motor coordination • Promote self-control continued

16. Program Goals • Language skills • Prosocial behavior • Appreciation of cultural diversity

17. 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

18. Reflect • What do you think would be the effect on children’s behavior of too much open space in a classroom area?

19. Scale • The classroom environment must be scaled to the size of its occupants • Child-sized furniture • Bulletin boards • Toilets • Water fountains • Sinks • Pictures

20. Traffic Patterns • Arrangement of classroom center around thetraffic pattern • The way people move through the classroom area • Arrange furniture to create useful traffic patterns • Program activities affect traffic patterns

21. Brainstorm • Provide examples of practical traffic patterns in the classroom area.

22. Blockbuilding area Art area Dramatic play area Sensory area Woodworking area Sleeping area Language area Music area Private space Science area Eating area Technology area Small manipulative area Organizing Basic Activity Areas continued

23. Organizing 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 continued

24. Active Gross-motor Music Woodworking Blockbuilding Dramatic play Science Sensory {sand, water} Wet Dry Art Eating Small manipulative play Library Sleeping Private space Writing center Technology area Quiet Organizing Basic Activity Areas

25. 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

26. Reflect • Why do you think it is important to provide an introduction to the activity areas in the classroom?

27. Blockbuilding Area • Blocks give children practice • sorting • grouping • comparing • arranging • make decisions • cooperating • role-playing

28. 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

29. 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

30. 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 • Shovels and spoons • Sand pails • Measuring cups • Funnels and strainers

31. 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 • safety goggles • simple tools • wood scraps • styrofoam pieces

32. 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)

33. Small Manipulative Area • Locate in a dry, quiet area of the playroom • Items in this area often include • table blocks • puzzles • plastic building pieces • parquetry blocks • stringing beads • sewing cards

34. Language Area • Locate in the quietest part of the classroom • Items in this area should include • books and magazines • paper and markers • table and chairs • shelving

35. Music Area • Provide space for moving and dancing • Items found in most music areas include • rhythm instruments • CDs and players • puppets and scarves • piano, if space permits • guitar or autoharp

36. 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

37. Science Area • Arrange the science area • in the wet, active area of the classroom • near the light and water source • Most science areas contain • at least one table • a shelving unit • small caged pets • project materials

38. 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

39. Eating Area • When space is available, provide a separate eating area • Locate it near the kitchen for • easy service • easy cleanup

40. Displaying Children’s Work • Display children’s work throughout the activity areas using • bulletin boards • wall hangings • clothesline • appliance boxes

41. Discuss • What activity areas would promote the following goals?

42. 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

43. 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

44. Planning the Playground • Planning the playground involves • fencing • surfaces • landscaping • storage shed • wheeled toy paths continued

45. Planning the Playground • stationary equipment: equipment that is set permanently in the ground for stability • sandbox • water • animal shelter

46. Review • Developmentally appropriate child care programs include both _____ and _____ environments. • What five factors affect classroom space organization? • Name six of the twelve activity areas that should be planned separately.

47. 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.

48. 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.

49. 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.

50. 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.