Learning Environment

“Environments are pleasant, welcoming, and provide appropriate levels of stimulation” (Washington, 2017).

In our classroom, we have a play kitchen, puzzles, books, artworks by the children, an easel with both chalk and dry erase, arts and crafts materials, a bookshelf filled with books, blocks, animals, and trucks. Each area “center” has space for 3 children to play comfortably. We set a timer so that each child may have a chance to play in each center. As long as the center is not full, children are free to move between centers as they choose. After each “choice time” session is completed we play music to help with transitions into the next fun thing. Organizing the play into center helps the children to learn about playing in groups, sharing, building self-confidence, developing choices, and pretend play.

“Schedule allows for routine needs of children to be met” (Washington, 2017).

Every morning after “choice play” we have “morning meeting” at morning meeting we preview the day. There’s a string on the wall, next to the children, that has pictures of each activity planned for the day. Each picture was taken inside of the classroom, are laminated, and hung in order on the string. This gives the children reference to the day and the activities we have planned.

“Candidate effectively facilitates transitional times between activities” (Washington, 2017).

We have fun while cleaning up after each choice (play) time. We play a “clean up” song as we put our toys away. This helps to connect the children as they work together, in taking care of the classroom. We play calming instrumental music at pick up, and nap-time. At the end of the day during pick up we sing songs together some songs include hand gestures or movement to accompany the singing.Singing, movement, and music help the children to unify, pay attention, and reduces waiting times between activities. Online Resource: https://headstart.gov/about-us/article/importance-schedules-routines