ECE 504 Curriculum

Dr. Jeffrey Trawick-Smith

October 30, 2008

Ethnographic Curriculum Evaluation:

YWCA Creative Nursery School

Niloufar Rezai

Ethnographic Study of a Multi-Age Preschool Environment

Over the last five weeks, I have devoted much time to conducting an informal study of my preschool classroom environment. While over the course of eight years, I have made minor modifications, this study has led me to take a fresh, new, and unbiased look at many aspects of the space and its surroundings. Below, I will share the results of my thorough in-depth analysis of the classroom environment based on observation and significant reflection.

After I describe the method of data collection, the study will begin with an introduction to the program including location and enrollment. This information is relevant as it sets the tone for some of the program decisions we make as I will highlight in turn. Subsequently, I will examine aspects of the environment including ambiance, spatial and social density, and arrangement of learning centers. This information will provide further background knowledge which will be helpful when reviewing the following sections on learning center choices, materials, and schedule in the program. Finally, I will conclude with recommendations as well as commendations based on my findings. Additionally, I have attached an Appendix consisting of a computer-drawn room diagram as well as pictures with captions to assist the reader further interpret the document.

Data Gathering In order to conduct an in-depth descriptive study of the classroom environment including physical space, materials, schedule, I relied greatly on observation. However, it must be noted that it was necessary for me to examine every detail of the classroom environment with a fresh point of view as opposed to a teacher accustomed to her classroom of eight years. By making a conscious decision to be an open-minded observer, I had to separate myself from the strong emotional bond to the classroom I helped to set up, maintain, and modify regularly.

As of the first week of September, the start of our school year, I have been paying careful attention to the use and flow of our classroom by students, families, and, teachers. As a new environment to most of the children, it became a wonderful opportunity to examine their comfort and experience within the setting gradually over the first few weeks of school. For example, one of my new students on his second day back, asked where the dinosaurs that he spent time playing with were located. Upon his next visit, he went right to the shelf that I had directed him to the previous day. It was fantastic to observe that he felt a sense of security and empowerment in his ability to locate his favorite item in the classroom independently. This example underscores the importance of a predictable and well-organized environment to children in building confidence and independence. Examples of observations such as the aforementioned anecdote are included as part of the data in the study. In addition, I recorded observations such as traffic flow, ‘popular’ versus ‘unpopular’ areas, and experimenting with slightly changing one aspect of a center and noting any difference in its usage. The findings have culminated into a comprehensive review of the classroom environment.

Below, the reader will find the results of the ethnographic study based on recent data gathered from observation and reflection. As I address each aspect, I will point out observations I have

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made, changes, if any, I have made or plan to make. The most important element to keep in mind is that room design is an ongoing process. It is important to maintain a safe, stimulating, and easily accessible environment yet, it is necessary to update and make improvements based on the needs of children which may change from year to year as well as regularly within a year. Continual observation, monitoring, and consideration of children’s input are important components of meeting this goal.

Introduction

The YWCA Creative Nursery School is located in Manchester, Connecticut and has been serving children and families for close to 60 years. The program came into existence as a result of the needs of mothers in the community. In the 1940s, many mothers needed a safe place to care for their children while they took classes, worked, volunteered at church, etc. As a result, the Creative Nursery School came into existence. The program is sponsored by the YWCA, a nonprofit organization, which embraces its mission statement to eliminate racism and empower women. Our community, rich in both ethnic and socioeconomic diversity, is the perfect canvas to carry out this guiding principle. From its conception and into the future, we strive to meet the mission statement to the best of our ability.

Program InformationLocation

Our program is located in the historic Community “Y” building on Old Main Street next to the Whiton Memorial Library. We rent our space from the town of Manchester and share the facility with their Parks and Recreation Department. In addition to children and families visiting the building, there is a large senior population who frequent the facility daily to take part in the many recreation classes offered in the fitness center (downstairs) and the gymnasium (across the hall from our classroom). The building also houses a YWCA administrative office which handles billing and enrollment for our preschool as well as our before- and afterschool care programs in the community.

EnrollmentThe YWCA Creative Nursery School is a part-day (9:00-11:30 am), multi-age program serving children from ages three to five. Children in our program have represented a multitude of nations, languages, and cultures. In addition to serving families new to our community, we serve families who have a long history in Manchester. Many times, we have had the opportunity to teach children of families who themselves had attended our program many years ago. We also work closely with local agencies by referring children and families who have individual concerns and needs.

Currently, we have fifteen children enrolled in the program: nine boys and six girls. Half of our students either attended last year or have an older sibling who recently attended. As most years, we are serving families from a variety of countries such as India, Bangladesh, Ghana, and the Island of Puerto Rico.

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TeachersI am honored to enter my eighth year as Head Teacher/Director of this program which has been referred to by Manchester Life as “a hidden gem.” During my first seven years, I worked with a twenty-five year veteran Teacher’s Assistant. She is a special and rare individual who recalls details of children and families in the program from her first year and beyond. Making important family connections in loving and caring ways is the first and most important quality I inherited from her as it guides my teaching philosophy. After her retirement, we hired a new teacher right out of college bringing enthusiasm, energy, and a willingness to grow professionally

Ambiance

The components below address the important elements of ambiance including: the entryway, color, décor, lighting, texture, noise, and their contribution to creating an inviting and familiar space where children and their families feel safe, welcome, and valued. Ambiance impacts children’s overall classroom and school experience as we will review in turn.

An important aspect of ambiance which is not visible but in my opinion, is the most important feature is classroom climate. I am not referring to the temperature although it is necessary to be comfortable physically. Instead, I am speaking to the overall warmth and security that children and families deserve upon entering the classroom assuring them they are valued, cared for, safe. Creating a warm classroom climate can take on many forms such as a greeting or other forms of culturally responsive communication. I greet each family member at the door, ask each child how he/she is doing, and address their caregiver and make a connection whether in the form of a simple ‘hello’ or following up on something they may have shared with me earlier. For example, Samantha’s father, a stay-at-home dad, had felt comfortable enough to ask me my thoughts on his newborn’s sleep pattern. On this day, I greeted Samantha and after she ran off to her center, I asked dad, privately, how things were going at home with the new baby. This dialogue illustrated to her father that I genuinely care about Samantha and her family which will help us continue building stronger partnerships as well as add to a warm climate. It is also crucial to underscore the fact that not all families may welcome dialogue due to cultural differences or personal preference. Taking the time, prior to enrollment, to meet with families individually gives me a great amount of insight into family background and willingness, or unwillingness, to share. The key in creating a warm climate is to learn about individual families and their preferences and respect their choices.

EntrywayThe adage “You don’t get a second chance to make a first impression” highlights the importance of a welcoming entryway as it is the first thing children and families see when they come to school. There are two entrances into our building; the main entrance is in the front of the building with numerous demarcated parking spaces overlooking busy North Main Street. However, most of our families use the more child-friendly entrance at the rear of the building which is much safer due to less traffic. Instead of seeing cars in a parking lot, children are

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greeted by a beautiful weeping willow tree and our school’s playscape. To the left is the Manchester Whiton Memorial Library; a familiar landmark which can act as a friendly sight to children and families as they enter preschool. When families ask where we are located, I typically begin with “Right next door to the Whiton Library” and most times, they respond “Oh, we go there often. They have story times.” For those who are new to the community or this part of town, it quickly becomes a memorable and joyful place where children typically ask to go. As the reader will note further in the study, we make use of the community and our surroundings, such as the library, within the program. My hope is that the first impression as a family walks into the building is one of comfort and familiarity which carries over as they enter the classroom.

Once they pass the playscape and library, they enter into the Community “Y” building lobby where many families with young children in Manchester sign up for town-related activities such as swim classes, Right Start programs such as soccer, T-ball, etc. Again, for the majority of families we serve, the building is a familiar space. For our new families, it is a wonderful opportunity for me to introduce them to the persons running Parks and Recreation. Having a good relationship with the department has served us well i as it allows us to work in conjunction to help families conveniently find and register community activities.

Just to the left of the entrance, families will find a double door entrance, with window panels, into our classroom. The dark wood doors are original to the hundred year-old building. They can be viewed as warm and cozy or dark and dreary based on personal taste. I have decorated the door with a few, both attractive and utilitarian, items such as a picture/word schedule, our Mission Statement, a notice for visitors to sign in at the Main Office, and a reminder that we are Nut Free. The picture/word schedule is useful as I have noticed many families reviewing it with their children when they arrive early or on their way inside the classroom. The schedule is serving an important purpose; it reinforces our daily plan for caregivers, preschoolers and younger children (potential preschoolers).. Aside from the comfort of knowing the sequence of events, literacy, through reading and sequencing events happens before they even enter the room. Another fun thing I do with the schedule is I switch out the pictures each year. When I know I will have a sibling or relative of a former student, I will use his/her photo from their attendance year on the schedule. I have noticed children get equally excited, if not more so, when they see a picture of their older sibling, than seeing their own photo. Little details such as this can have a large positive impact on families such as smoother transition into school as well as a sense of connectedness. A few weeks ago, a former student, now in second grade was delighted to notice his picture on the schedule as he dropped off his preschool sister. He remembered exactly what he was doing when that photo was taken and it sparked conversation among himself, his father, his little sister, and me.

Seemingly simply items on an otherwise old door can have a positive impact when chosen carefully and thoughtfully. The entryway, both inside and outside, contributes what I want to communicate; you are welcome here, it is safe, comfortable, and we value you and your family.

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ColorColor is a key component to ambiance and overall feel of a room. There is a fine line between wanting the colors to draw children’s attention and too much color which can be over stimulating to most children. The soft yellow walls with white moldings color is perhaps one of my favorite features of the space. And, when looking up at the ceiling, one will find a soft shade of blue mixed with white clouds and randomly placed birds painted in a very subtle manner by a local artist. This moderate distinction is easy on the eyes and not over stimulating for most. It takes a while for children to notice what is above them but when they do, they are captivated. The first time most children noticed it this year was during a group time movement activity. Since then, I have witnessed several students walking around and counting the birds, skipping with ‘wings’ apart like a bird, and even one student was trying out birdcalls (his father does this as a hobby).

The same local artist also painted a floor to ceiling tree, with a little monkey hanging off a branch, in the corner of our room where we have our Cozy Corner. It is a pure joy to look over and see a child nestled among a pillow, reading, or just gazing at the tree above. I will refer to this center area in greater detail in later sections.

Décor Décor is an area in which personal preference can impact some of the conscious and subconscious decisions we make as teachers. This is one instance where my minimalist style competes with the desires of families to see art work all over. I know that this is true for most families as I see them come in and scan the room until they find a piece of their child’s artwork hanging up. As a parent, I understand and appreciate that busy walls (sometimes) reflect busy hands. While I agree that a certain amount is acceptable and looks nice, I believe that too much can add to overstimulation just as wall color. Additionally, I do not have much lower wall space to display art at children’s eye level. Much of their work is posted a bit higher against my better judgment, due to lack of space. To address this, I have a system where I ask the children to make a choice: Would you like to take it home? Would you like to hang it up? If they choose to hang it up, they can pick a place. I show them that some spots are higher than others and casually incorporate math and measurement while allowing them to take pride and ownership of their art as they choose a display location. We are at the point in the year where children are able to help themselves to tape and place their art where they like independently. Many times, their three-dimensional structures (in the form of blocks or Legos™, clay) are display readily on a shelf.

Other décor in the classroom is functional in the form of center signs, material signs, and number of people in each area demarcated by multicultural face diecuts. Finally, I have included around the perimeter of the room in the writing center, an alphabet poster as well as the alphabet in sign language. I have observed so many children this year drawn to the sign language cards as they try to replicate the letters. The teacher I team teach with knows American Sign Language and has been using this interest to teach the children some phrases in sign.

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LightingThankfully, the mural and wall color detract a little from the industrial fluorescent lighting fixtures we use to light our classroom. The lights take a cozy classroom, which was once someone’s living room, and add an institutional feel to it. State licensing guidelines require us to maintain a minimum lighting wattage in our classroom as determined by a licensor every other year. On her last visit, she determined our lighting needed to be more intense. We have yet to remedy the situation and have proposed she returns on a sunny day when our eight large windows let the sunshine pour into the room. On many sunny days, we turn off one set of lights and the room fills with adequate and natural brightness. I have noticed a calming effect when we are relying on natural lighting exclusively during a portion of the morning. I noted recently that the days when we all have a bit more energy than usual, the natural light from the window (still plenty bright), soft music without lyrics, some additional sensory experiences (such as ‘flubber’, ‘clay’) alleviate some of the frenzy until we go outside. This observation combined with research supporting positive effects of natural light on health and brain activity are worth considering and bringing into programs more regularly. The only caution I would cite is to be mindful of the difference between full natural lighting and dim or almost too dark. Good judgment on the part of a teacher must be used to make the appropriate determination to ensure the right balance.

The ability to add some task lighting in the way of floor lamps, table lamps, or even cover some of the fluorescent lighting would be greatly welcome. I recently asked one of our parents who is a Captain at the firehouse about these alternatives to fluorescent lights, who after speaking to the Fire Marshall did not recommend the suggestion.

TextureProviding a variety of textures through surfaces, materials, and even storage of materials is important to creating and maintaining pleasant ambiance. To appeal to senses as well as create balance, it is necessary to provide different textures such as hard/soft areas. Surveying the classroom, I noticed many person-made materials such as plastics (Legos™, Unifix™ cubes, and so on). To offset this, I decided to replace plastic cabinets in the dramatic play area with natural wood to help balance some of the plastic/non-natural materials. In addition to the warmth and added familiarity, the gradations and imperfections of wood adds visual appeal without being overpowering. In addition to sight and feel, wood and other organic items, have a distinct smell and sound. I observe, almost daily, children irresistibly banging maple wood blocks together just to hear the sound. Other organic materials I rotate in the room include sand, sea shells, home-made dough, clay, water, river rocks, seasonal items such as leaves, acorns, seeds, straw, just to name a few. While many of our plastic and person-made teaching materials have natural organic counterparts available in specialty catalogs; it is not a cost-effective option for a non-profit organization such as ours. Additionally, if I were to replace everything with organic materials, it may lead to uniformity and imbalance. Many of the nonorganic items we have are an important and integral part of the classroom as we will see in the materials section of the study. And, moreover, I observe daily, that children are highly attracted to many of these colorful items and replacing them is not an option but balancing them out is a reasonable solution.

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It is equally important to balance many of the hard surfaces with soft options. The range and availability of texture adds choices children can make as well as provide tactile experiences vital for all developing children. Our floor is wall to wall industrial carpet and offers a relatively soft area for children to sit in any part of the room. I will speak more to this in the final section of the study addressing Recommendations/Commendations. Our Cozy Corner also offers soft options for children. The area has some oversized pillows as well as a few home-made throws adding to the overall warmth. This is a place to retreat to when the classroom may become overwhelming or if someone just needs personal space for a while.

Noise Acceptable and tolerable noise levels vary from individual to individual. It goes without say that a classroom too quiet or too noisy may be indicative of a less than positive environment. Finding that right balance is what teachers, such as myself, strive to do. From experience, I find that I have to adjust from year to year, my own acceptable level of noise tolerance (within reason) based on the students and their dynamics as a group. For example, this school year, I have found that I have some high energy young boys in the classroom who like to engage in a great deal of dramatic play involving numerous sound effects. As a teacher, I want to ensure that they have the appropriate space to engage in their play in an acceptable manner with respect to everyone in the classroom. I will focus more on this in the Classroom Arrangement portion of the study.

I will add that sometimes the normal background sounds of the classroom are interrupted by a few seconds of silence which seem like an eternity. Everyone will be playing and all of a sudden, as if planned, you can hear a pin drop, and then the noise resumes. This does not happen too often but when it does, I find it very uncomfortable and unnatural. It makes me stop and ask myself “What is happening?” This example proves the importance and value of “busy” noise, as I call it, in a classroom. Occasionally, I will put on music during center choice time, however, I am selective about what I put on. I like music without lyrics in the background as opposed to songs with lyrics. I think it blends in better and becomes a part of the room rather than in competition with the children.

Physical Environment Next, we will turn our attention to the many aspects of the physical classroom environment. In this section, I take the reader through an in-depth study to some of the elements working together to create physical space including: spatial and social density , grouping, arrangement of learning centers including their size, shape, partitions, and pathways. These components work together to create a physically inviting, predictable, and safe surrounding. Below, I will examine each of these aspects in turn while providing changes I have made or plan to make as well as reasons behind them.

Spatial Density

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The National Association for the Education of Young Children (NAEYC) proposes 35 square feet of usable space per child in a preschool setting. Our room measures 30 by 30 square feet or 600 total square feet of space. Given that we serve fifteen children, this allows 40 square feet of total space per child, and after accounting for furniture space, we are left with 35-37 square feet of usable space per child. Seeing the room completely empty without furniture or children, the space seems vast. However, once the centers are added along with the partitions, the room becomes comfortable and manageable for children. As we will see in greater detail when reviewing the organization and partitioning of learning centers, the large room is replaced with cozy pockets of space where children choose to attend.

To address the spatial density portion of this study, I looked for signs which may suggest that the space is too large or too small. Aside from minor rearrangement of a table or divider in a couple areas to limit running, I have not noticed issues with our space being too large or too small. Children seem to easily maneuver around the room without obstruction in their way, for example. Additionally, by adding two centers on either side of the entrance as children and families enter, the size of the classroom appears more manageable and less intimidating to children.

Social densityLarge group size (considering adults as well as children) can negatively impact children’s outcomes in a classroom setting. For example, high social density can lead to aggression and overstimulation. While state licensing allows us to accommodate up to twenty children with two adults, I prefer a smaller group size given our space considerations. The years in which we have served twenty children, small and large group activities were somewhat compromised. From experience, I recommend sixteen, plus or minus two students, as an ideal number to be able to adequately conduct in-depth inquiries, meet both individual and small group needs effectively, and most importantly, get to really know individual children and their families. Currently, we have fifteen students with two adults and I am finding this number much more conducive to spending more uninterrupted (or less interrupted) valuable time with small groups, individuals, and families.

Adult to child ratios can also negatively impact child outcomes as too many adults in a room can hinder children’s social interactions with one another and limit their independence. With high adult to child ratios, child-directed play, such as those associated with dramatic play, can diminish, in turn hindering language development. The current ratio we have of one teacher to eight children has many benefits. This ratio allows for students to interact with one another rather than primarily with adults. Yet, adults have the opportunity to engage in small group activities and still manage daily classroom concerns effectively.

In addition to social density considerations, the amount of materials and activities available to children has significant bearings on outcomes. For example, limited materials can lead to less than desirable behaviors such as aggression while too many materials can impede interaction among children. Therefore, I have taken steps to ensure that there is an adequate quantity of materials and activities for children to become engaged but not overwhelmed which I will

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elaborate on further in the portion of the study on learning centers and materials. To address density for this portion of the study, I will state that there are enough materials to both facilitate social play as well as for a student to work independently if he/she chooses.

Grouping As a proponent of small and cooperative group activities, I implement its use frequently in our program. Small group activities afford me the opportunity to work with an average of four to five students (sometimes more and sometimes less depending on the activity) and investigate a concept. The composition of groups varies based on what I am trying to accomplish. For example, it may be the same group over a period of a few days or it may be completely different in number as well as members. Small group activities can also allow me to purposefully combine groups of students in order to teach or reinforce a concept or merely facilitate social interactions and scenarios.

In addition to teacher-led small group activities, I am an advocate for children-led (teacher created) small group activities. The activities may begin with ‘simple’ tasks and develop over the course of the year as students become comfortable and obtain greater understanding, skill, and confidence working in groups. For example, a relatively simple group task I recently suggested to a small group (consisting of a child who has difficulty transitioning and a child comfortable with transitions) was to work together to complete a puzzle which eventually had to be put away at clean up time. With my support as I checked in and provided verbal praise and encouragement, the puzzle was completed and both children were able to transition to the carpet area successful and with a sense of pride in accomplishment while working together.

The one constant of grouping that I maintain is that the groupings are heterogeneous. Teaching in both a multi-age and multi-cultural classroom, adds many possibilities to the multitude of ways I can combine groups. After careful observation, I take into account skills I want to address for a child or group of children before creating these groups. Sometimes, it may take a few different combinations before group membership begins to show outcomes I was hoping to produce.

Arrangement of Learning Centers

In addition to reflecting on the elements of ambiance and density, I have spent a great deal of time observing physical aspects of the learning centers which are a vital part of the classroom environment. While teachers lack direct control of classroom size such as aspects of density already discussed, there are ways in which the set up of the room can alleviate some of the problems which may arise from density issues. During observation, I studied the logical organization of learning centers, their size and shape, partitions separating centers, and the pathways in and out of centers.

Logical Organization of CentersAppendix A reveals a diagram of the classroom and a coherent organization of learning centers. I have tried to place similar centers together in order to; provide loud and quiet areas for

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children, provide children the opportunity to share materials between centers, and ease classroom management in a manner in which children are more likely to be successful. The centers have been grouped based on loud/quiet principles, messy/neat centers, and overall compatibility.

Quiet/NoisyTraditionally quieter centers such as the Writing Center, Cozy Corner, Listening Center, and Science Center are grouped together away from the more active areas, such as the Block Area and Dramatic Play Area. This organization allows for children engaged in quieter activities, such as reading, writing, sciencing, to have the ability to do so without distractions from louder activities. In turn, children in the more active areas can continue their play without worrying about their noise level.

It should be noted, however, that there may be occasions where centers farthest from one another with opposing noise levels, still may share a compatible element. For example, after reading a flannel board story The Three Little Pigs, a few children wanted to try to build houses and ‘blow’ them down in the block area. I reminded them that they can get the book from the library and take it over to the blocks for reference. Another student wanted the flannel board there as well. I was excited to see that the materials being used in areas other than those designated for quiet areas. I was equally impressed with the children’s ability to problem solve and use the materials appropriately to enhance learning. This anecdote suggests evidence that the arrangement of centers and logical placement of materials is readily accessible to students to enhance and direct their learning.

“Messy”/”Neat”Logical organization of centers also takes into account arranging “messy” centers together and away from “non-messy” centers. This allows children to get creative without fear of getting paint on surfaces not meant for it. There are a few minor inconveniences associated with our “messy” centers. For example, while our art, paint, and easel are all near each other, the sink is around the corner making washing up somewhat challenging. As the diagram in Appendix A will reveal, children have to walk around the corner and into the bathroom in order to wash up. Additionally, as I will address further in the Recommendations section, the entire classroom, including this area, is covered in wall to wall carpet making it less than ideal for the purpose of this center. Despite these problems, the children use this center appropriately and are doing a wonderful job adapting to the limitations which are perhaps more of an inconvenience to the teachers than students. In fact, the center has facilitated the use of independence skills as well as creating more opportunities for children to help one another. I notice children assisting each other pick Play-doh™ off the carpet as well as some of our older students helping the younger ones covered in paint en route to the bathroom.

Considering Center Placement to Increase UseCareful observation of students during choice times can help a teacher make modifications to address unbalanced center usage patterns by groups of children. To illustrate, I will use the

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example of the blocks and the dramatic play centers adjacent to one another. These areas traditionally invite boys and girls, respectively, into the centers. However, by placing the centers next to each other, boys and girls are more likely to experience both centers. Similarly, when teachers take note of centers which are getting used, or not used, by one group or another, they can think of creative measures to address this. Our wooden dollhouse is a good example of materials which can invite differing groups of children into centers. After taking note that the majority of girls would rather play in the dramatic play area, I moved the wooden dollhouse into the blocks. This has sparked an interest in a few of the girls to enter the block and in doing so, they have begun using other materials in the area to extend their play. They used the materials to make elaborate cities from their house. Similarly, the dollhouse is now greatly used by the boys in the blocks stimulating a different kind of play in the blocks (i.e. nurturing, caring).

Size and Shape of CentersHaving a variety of sizes and shapes among centers is ideal. It can add to the initial attraction power of an area as well as provide appropriate spaces to play and learn. Often, the size and shape of centers in the classroom is dictated by the purpose of the center as well as the needs of the children. I believe it is important to be ready and available to make minor changes to suit the children’s purposes. For example, this year, I have students who really enjoy building elaborate structures in the block area. This interest is relatively new to this group as their interests in the beginning of the school year were divided among the dramatic play area, the reading area, and the art area. As a result, of their newfound interest in building using all the blocks, I have had to widen the block center to provide the necessary space. Fortunately, the method of partitioning (as will become evident below) and relatively ample space affords me the opportunity to make accommodations as needed.

I especially like the Library/Writing/Cozy Area which is a large rectangle area yet has smaller interesting shapes in it. For example, the Cozy Corner is just that; a triangular shaped corner yet, it is still nestled within a rectangular area offering a bit more privacy. The remaining centers, while slightly varied, could benefit from minor modifications to increase variety as I will speak to in the Recommendation section

Partitions and PathwaysLearning centers within our classroom are portioned according to Moore’s Modified Open Plan Design. Centers are defined on two or three sides, divided from rest of room, still allowing visual access to parts of the room. Low, easily moveable shelves used as partitions make the visual access possible yet, if children are sitting, they have more privacy than if they were to stand. The blocks and dramatic play area are wonderful examples of how the shelves serve to both define spaces yet still allow children in the two different centers opportunities to socialize about activities across center. In an effort to avoid the corral effect, I have tried to create a balance between openness and privacy for each center by leaving at least two sides open for easy passage as the classroom diagram reveals The exception to this is the block area where children prefer a more enclosed area to protect their structures from other little feet.

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The partitions and their arrangement impact the pathways between centers. In order to avoid a maze-like effect, I limited the partitions, when possible, to two sides as opposed to three. Most centers, except for blocks and dramatic play, have two ways to enter and exit. While observing children during Choice Time, I did not notice children having difficulty going between centers. This mobility is important as it adds to independence and further exploration of the classroom and materials. Additionally, it is necessary to give equal consideration to our many families who have a younger child in a stroller when they drop off/pick up their preschooler. It is important to be able to accommodate them with adequate space during drop off and pick up times. This adds to maintaining a climate in which families feel welcomed. Also, I have the flexibility, and space, to create wider pathways should there be a need to make the space accessible to a person in a wheelchair.

Learning Center Choices and Considerations

Now that we have a sense of the logical arrangement of centers and partitions, it is possible to begin to review the center choices available to the children. Below, I offer an in-depth review of each center including a sampling of types of activities (self-directed/self-correcting, self-directed/open-ended, and teacher-directed), observational anecdotes, and, when applicable, evaluate whether modification is necessary and if so, how has it been or will be carried out.

Large and Small Group Meeting AreaThis center, referred to as “the rug”, is located in the front of the room and serves as a functional multi-purpose area where children can engage in a variety of activities. In addition to the large group meetings, this area, marked by a large round alphabet carpet, invites children to make floor puzzles or match up bean bag letters to the letters on the carpet (self-directed/self-correcting), retell a story on the flannel board (self-directed/open-ended or closed-ended), as well as provide space for a teacher to share a story and reinforce a concept in small or large group (teacher-directed).

Accessible materials in the center include books, puppets, flannel and wipe boards, small bean bags, musical instruments, and other open-ended items. Upon observation, I have taken note that students have been bringing materials, such as puzzles and Lincoln Logs™, to this center. It adds another large space to our classroom quieter than the blocks yet a bit more active than the Cozy Corner. It complements the Cozy Corner well in that if a student is in that space, another group has an alternative area to share a book without disturbing the child who is seeking a brief period of solace.

ScienceThe Science Center is the newest addition to our classroom which came about as a result of necessity. Due to space considerations, our science center was embedded into the Puzzle Manipulative Center where I would add and rotate science-related materials. At the start of the year, I noticed that this center was very popular with many students limiting the amount of room students had to spread out their materials. By the end of the second week, I went into the attic,

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found a small round table and a small bookshelf with a wipe board on one side which has become the partition for the new center. Effortlessly, the Science Center now has a designated space with materials such as rocks, leaves, sea shells, magnifiers, scales, color paddles, etc. It lends itself well to self-directed/self correcting activities (sound boxes to match), and self-directed/open-ended activities by adding materials such as wipe boards and journals. Additionally, I lead activities in this center with small groups of students such as sorting and categorizing leaves.

Currently, the center is located by a window near the doorway as children and families enter the room on their way to sign in. I decided to use this awkward location to my advantage by placing interesting artifacts as simple as acorns or river rocks, on the table each morning for children and families to explore as they come in. Expecting a different artifact at the Science Center each morning has become a part of the morning ritual. I plan on implementing a variation of this in the near future in which I place the artifact in a feelie box and ask children to guess by writing or drawing their response before we reveal the item during group time.

The addition of this center was quick, easy, and affordable and the benefits of it far out way the minor inconvenience of a slightly cramped corner. It has freed up space in the Puzzle Area as well as provided a distinct science area where children and families can choose to share in a brief inquiry as part of the morning ritual or during choice time..

Dramatic PlayThe Dramatic Play Area is one of the most used areas in the classroom. Typically, we begin the school year with the center as a housekeeping area and gradually introduce other dramatic play options. After observing the students grow restless with the housekeeping area a few weeks into the school year, I determined it was time to pull out one of the many dramatic play boxes I have created over the years; a veterinarian center. The majority of activities in this center are open-ended giving children opportunities to explore different roles while developing important social and cognitive skills such as negotiating roles and language development.

This is an area in the classroom that has a limited number of teacher-led activities. In reflecting over reasons why, I have come to the conclusion that I like this area to remain a place where students are creating their own dialogue and scenarios. I like to take note of how children are going about organizing their play, the types of situations they are creating, language they are using, who typically takes on leadership roles, and so on. My limited management of this area is in the form of occasionally combining groups of students in order to meet a specific goal (i.e. cooperation). Asking children to sort items by a given characteristic (i.e. weight, color, fruit or vegetable) are examples of how I have begun to incorporate closed-ended activities into this otherwise open-ended center.

Writing CenterBased on experience, the Writing Center is not a highly used center until later in the school year. In an effort to change the pattern this year and make the center attractive early on, I have

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added exciting and fun writing implements such as rainbow crayons, glittery markers, crayons of varying sizes and shapes, stamps and neon-colored ink pads, and magnetic letters, and wipe boards. It wasn’t until I added an assortment of envelopes and packing material (usually reserved for our Mail Center) that the center has been both attracting children and holding them there. I traditionally reserve the Mail Center to later in the year, however, after stepping back and looking at the room with a fresh perspective as I have been doing for this study, it occurred to me to put it out in the early part of the year. The result has been positive as children gather to write letters and deliver them to friends and family. The center provides activities which are self-directed-open-ended (drawing) and closed-ended (writing names), and teacher-led (making a class book).

Privacy

Research supports the positive impact private/retreat spaces have on children in an early childhood classroom. Having spaces where a child or two can withdraw from the environment briefly, but still look on, is a great way to regroup while remaining connected with peers. Our Cozy Corner provides a quiet getaway space for children in our classroom. Below I describe the center and its use as well as offer an anecdote of one student’s experience.

Cozy Corner/ LibraryThis is my favorite learning center both aesthetically and pragmatically. It is inviting, cozy, and quiet and will remain child-centered/open-ended. Children can find moments of solace here, read with a friend, listen to a book or music, or share a story in the area with a small group while still connected to the rest of the classroom. The area serves as a ‘library’ in that there are many books as well as cozy area. However, books are not limited to this area as they can be found in small baskets in every center of the room.

Due to the fact that it does serve a multipurpose (as library, listening center, reading area), I would like to incorporate an area as a designated Getaway Space in the future which is more private than the Cozy Corner. However, as I will reveal in the Recommendations section, there are challenges associated with doing so. For the time being, the Cozy Corner is managing to provide enough of the getaway space and quiet that children may seek during active intervals as well as accommodating students who want to read.

Samantha, a four-year old little girl in our preschool, has sensory integration concerns and the activity in the class occasionally overwhelms her. Before I introduced her to the “Cozy Corner” a week into the school year, she would sit at a table and bury her head in her arms for a few minutes each morning. After a few days of her doing this at random times during, I decided to use her love of books to persuade her to come to the soft cozy area. As she nestled up on top of some blankets and we read a familiar book, I shared how I like to sit under this tree for a few minutes when I get tired. I showed her a few stuffed toys and said she could read to them whenever she wanted. Samantha now visits the area several times a week for small intervals and returns to the large group. She is sometimes reluctant to visit the center if other children are there, however, with support, she is able to enter the area.

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Indoor Large Motor AreaGiven that space is usually at a premium, indoor large motor areas may not be an option for many schools. Physical activity is important to children’s development and learning as research repeatedly shows. Therefore, considerations of indoor play spaces which can accommodate activity are essential, especially in New England where inclement weather persists. While there is no specific center within the classroom designated to accommodate gross motor activity, we have access to a large gymnasium across the hall. Our partnership with the recreation department allows us to use this space when available. We bring accessories and equipment for children to engage in a host of group games building both cooperation and large muscles.

In addition to our access to the gymnasium, the furniture in our room folds up relatively quickly and easily to accommodate large motor activity. This school year, for example, a parent of one of our students visits us weekly for yoga with the children. When she visits, we fold up the cabinets to make better use of the space. As I will address in the Recommendations section, I would prefer a stationary indoor large motor area in the classroom with regular child-directed accessibility.

Outdoor Play AreaOur Outdoor Play Area provides children with a safe place to engage in large motor activities with a sandbox, climbing and riding choices, as well as good space to run and hide. Since we do not have to share the playground with another class, we have flexibility when we need to reschedule, add in, and extend outdoor play times based on the needs of students, and special planned activities. The playground is a little bit of nature nestled into the relatively busy city as it provides opportunities to investigate trees (some growing randomly in peculiar areas), insects, worms (deep in the sand), just to name a few.

I have been observing children’s outdoor play greatly this school year. I have become fascinated with how they organize their outdoor play versus their indoor play and trying to understand reasons for the differences. There is a liberating sense of freedom outdoors as far as children’s bodies are concerned. We have a very energetic group of boys (the first year that my boys outnumber the girls) who no longer need to worry as much about “controlling their arms, legs or about “walking feet” as they are free to incorporate gross motor, dramatic play, nature, and up and down spaces in one area as they run, jump, and hide.

BlocksOne of the more active centers, the Block Area, consisting of a unit of natural-colored maple blocks, is traditionally a student-directed open-ended center. I rotate accessories, such as pretend animals of various sizes, packing materials, twigs, leaves, etc., based on the students’ interests. While I enjoy watching children build elaborate structures and anticipate hearing about their representations, I have been experimenting with ways to incorporate more closed-ended and teacher-directed activities in the Block Area in an effort to balance the open-ended activities generally found here. Several activities I have introduced include using pictures from books and asking children to recreate them, using blocks with domino numbers and creating a

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domino game, for example. Children did not seem to lose their enthusiasm over the blocks as I introduced these formats in small groups of three or less, however, it felt odd to me at first. After careful reflection, I determined that I am not stifling their creativity by placing closed-ended parameters on their block play. I am guiding and facilitating other types of learning to occur among groups of children such as cooperative learning and problem solving.. In fact, I can use the Block Area’s popularity to gain greater access to some students who may be reluctant to partake in teacher-directed and closed-ended activities in other centers.

ArtSimilar to block play, art is typically a student-directed and open-ended center. Just as with the blocks, I value the conversations children and I share about their art work yet, I appreciate the importance of balancing this center with occasional closed-ended activities, as well. Making a distinction between “art” and “craft” has made it easier for me to inject some more closed-ended activities at the Art Center. I view “art” as an open form of expression and “craft” and a product-oriented project. While my personal preference is to allow children to explore materials and foster self-expression through various art mediums, I have taught myself the importance of the special closed-ended “craft” on learning opportunities as well as gathering information I can add to assessment portfolios. For example, recently, I used a product-oriented project (an apple craft) to help me assess a few skills such as fine motor skills and following a series of directions consisting of three steps. I was able to observe and note whether children could follow “first, second, above, below, etc”, directions as well as introduce, or reinforce, language.

I must note, families appear to genuinely enjoy “crafts” their children have made. After making an “apple craft” using paper plates, I noted a marked difference in families’ response to this craft as opposed to open-ended art. Families provided a great deal more dialogue and praise over the apple craft compared to what, at first glance, appears to be a piece of paper with random paint splotches on it which elicits the inevitable question: “What is it”?

Puzzles/Games/ManipulativesPuzzles/Games/Manipulatives, centrally located in the middle of the room, contains table toys such as board games, puzzles, beads, various counters, and other objects to manipulate. My favorite characteristic of this center is that it is a rich balance of self-directed/self-correcting and self-directed/closed-ended activities and materials. Children can enter the area and put together puzzles of various difficulty levels, play a memory game, sort and pattern counters, or play with snowflake connectors in an open-ended manner. As we will further study in the Materials portion, the rotation and variety of materials in this center are key to maintaining its balance.

Sensory AreaAfter attending a professional development workshop on sensory materials and their soothing influence on children under distress (barring any sensory integration concerns), I began to feel good about the location of the sensory table in the classroom. The table is located near the sign in/out area where anxiety is most likely to occur (at drop off, for example). The softness and fluidity of sand can have a very calming effect as I have witnessed on several occasions. I have

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been supporting a child experiencing temporary uneasiness, begin to show relief after talking to him while his hands are busy in the sand. This is a great alternative for this child as he does not welcome physical contact. Of course, worth repeating, I made certain beforehand that getting “dirty” was not of serious concern to the child otherwise, it could add to the child’s discomfort. In addition to the sand table, I have a smaller empty sensory table reserved for materials such as rice, pasta, snow, water, etc.

Activities at the sensory table are open-ended yet have closed-ended possibilities. For example, working with a small group, I asked children to predict the number of scoops it takes to fill a cup. After we filled the cups, we recorded, compared, and graphed the number, and compared it to their prediction. I like the ability to incorporate mathematical thinking at the sensory table due to my interest in the correlation between tactility and increased mathematical reasoning.

ComputerI have mixed feelings about not having a Computer Center in the classroom. On the one hand, I support the use of technology in the classroom, and on the other hand, I have to think about our program’s needs given our part-day status. The children are together for a brief two-and-a-half hour period during which we are fostering social emotional growth through peer interactions. I worry, maybe irrationally, that a computer may take away from this short time together. I have been able to accept this decision for the time being because I know that the library next door is equipped with a computer with children’s educational software. I take comfort knowing that those who may not have a computer at home can still access one next door free of charge. In the meantime, I am reflecting on ways I can introduce a computer so it complements our program and doesn’t take away from the children’s valuable time together.

Materials

Materials are an integral part of a learning environment and must be given consideration when equipping a classroom. Below, I will consider the numerous important aspects of materials such as: Amount, Arrangement, and a balance among Real/Make Believe, Realist/Non-Realistic, Quiet/Active, Social/Solitary, Open-Ended/Problem Solving, Graded Challenges, and the importance of cultural considerations when selecting materials. The extensive review of materials is essential to consider in order to assure that an environment provides balanced experiences for children.

Amount The amount of materials a classroom should have for children is one which requires a great deal of reflection on the part of the teacher. There is a fine line between providing enough choice and too much choice. Not enough choice can lead to aggression, disputes, too much waiting, and general boredom. However, too many choices can be overwhelming, too stimulating, and result in greater solitary play where children may miss out on important cooperation skills.

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Our classroom has a smaller material to child ratio than that prescribed by Elizabeth Prescott who suggests a four item per child proportion. Children already have so many decisions among centers that having too many decisions once they arrive to a center can be frustrating. Not counting each individual block, writing implement, play food item in their respective areas, our classroom tries to maintain a two to three material per child ratio depending on the center. The Puzzle/Manipulative Center, for example, can hold four children and therefore, contains eight to twelve materials. And among those materials, some are conducive to accommodating more children than others. The counters, because they are so plentiful, have a higher “share-ability” factor than a toy such as Potato Head of which there are two. This balance of quantity (lots of pieces versus few pieces) or “share-ability” of toys within a center lends itself well to solitary or group play, negotiating with a peer, or choosing a different item all together.

Typically, we begin the year with a ‘less is more’ approach to materials. The environment is so new to children that I don’t want to overwhelm them with too many materials. To address this and help them transition, I place more familiar items (Legos™, Potato Head™) on the shelves. A few weeks in, I begin to add more novel items and increase the numbers of materials available to children. A few weeks into the new school year, I came to the realization it was time to add more items to the centers when I noticed some wandering, restlessness, disengagement among some children who typically have been occupied. To address this, I added some new materials to each center. Several I introduced in group time while others I merely added in order to observe how they would interact with the item. While I do this every year and many times during the year, careful observation is required to address the appropriate time to add or rotate materials as well as centers requiring special attention.

Arrangement of Materials and AccessibilityMaterials within the classroom and among centers have a logical arrangement which helps children with a variety of skills. First and foremost, it allows children to be able to find materials, put away materials, and sort materials while adding to their sense of independence and confidence navigating around the room and becoming experts of their environment. In our classroom, materials are grouped by likeness or function and placed on clearly labeled open shelves. For example, in the Puzzle/Manipulative Area, puzzles are placed together; counters are grouped together, etc. In the Block Area, like blocks are placed on a labeled shelf with an accompanying picture.

As children continue to become skilled in navigating their surroundings and its materials, I observe them assisting each other with finding and putting away materials. Hearing a statement such as “that [material] doesn’t go there. It goes here” to their visiting family member or to a classmate reveals a few points; they illustrate a sense of pride and ownership over their classroom by caring for it, they are being helpful, and they are showing an ability to sort and group materials independently and confidently.

As I observe children making important decisions about materials and their use, it underscores their growing confidence in their surroundings and a marked sense of independence. For example, I notice students going to the science center to get a magnifying glass to bring to the dramatic play center in order to get a better look at the fruits and vegetables. Also, I have

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observed students gather the manipulative bear counters and incorporate them into their block and dollhouse play as “pets”. Actions such as this reflect children’s understanding of what materials (both real and pretend) can be used for, where to locate them, how to retrieve them and use them ways and areas other than that which they were intended.

BalanceBalance is an important consideration when selecting materials for centers in order to meet differing needs, learning styles, and support cognitive and developmental processes. Below I will briefly review materials in the categories of; Real/Make Believe, Quiet/Active, Social/Solitary Play, Open/Ended/Problem-Solving, and Graded Challenges. While this study has led me to closely examine all materials, listing all available items is beyond the scope of this paper therefore, I will offer a sampling reflective of the balance I strive to achieve across the classroom as well as within each center.

Real/Make BelieveWhile scanning the centers, I began looking for a balance among materials which are real as well as those which are make-believe. I interpret ‘real’ in two ways; in an organic sense and in a pragmatic sense. For example, materials such as sand, sea shells, home-made dough, river rocks, and other items found in nature are a type of real/organic items and are available across centers. In addition, I have included other types of real/pragmatic (not necessarily organic) items such as magnifiers, scales, flashlights which are housed in the Science Center but move around as children need them. When real materials are not an option (i.e. vehicles), it is important to ensure children still have opportunities to engage in pretend play scenarios using pretend substitutes while trying on a variety of roles. I have made a conscious effort to introduce ‘real’ items into areas such as ‘real’ pots and pans, in the Dramatic Play Center. Adding ‘real’ elements into their play has increased the attraction power as they now have an opportunity to handle materials they see adults using.

Realistic/Non-Realistic MaterialsEqually important in achieving balance is the amount of realistic and non-realistic materials. While items in the Dramatic Play Area are not all “real”, they are realistic representations of materials found in a variety of settings. After reflecting on ways to inject centers abundant with realistic materials, such as Dramatic Play, with materials less realistic, I decided to place an item as simple as a couple of cardboard boxes of varying sizes into the center. Interestingly, one student brought me the box and asked me to recycle it. That box eventually was decorated and is now our “Lost and Found” bin. As I observed other children in the Dramatic Play Area with the remaining boxes, I noted children engaging in imaginative scenarios such as: shopping and using the box as a way to carry items as they do in some of the larger warehouse-type stores, creating a bed for dolls by lining them with blankets, trying to crawl into one, and delivering a package as UPS carrier. This seemingly little addition of a non-realistic item into a center filled with realistic materials illustrates the profound impact of the addition of a less than ordinary item on children’s play.

Quiet/Active Motor

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Children’s preference towards quiet and active materials can change daily and therefore, it is important to meet these needs by providing a balance between these two types of materials. In our program, children have access to quiet materials such as puzzles, games, art, books, writing, sensory, and science are balanced with block activity, dramatic play, indoor and outdoor motor opportunities, as well as music and movement. Our center arrangement (quiet and noisy centers apart) facilitates the two activities to co-exist successfully within an environment.

Social/Solitary Play ChoicesIn addition to having choices between quiet and active materials, children require opportunities to make choices between social and solitary play. In our program, we have many opportunities for solitary play such as puzzles, art, dough, beading, writing, and so on. Additionally, there are many social opportunities as found in dramatic play and group time. While it is important to provide solitary play choices, it is equally important to be cautious when observing children only choosing these options. If this is the case, teachers must make decisions (i.e. cooperative grouping) to help facilitate children in making balanced choices between the two types of play assuming they are developmentally ready. A child in my program often chooses to engage in parallel play, which at first glance may seem solitary, but for him it is a step beyond playing alone without others around toward now sitting alongside peers. Therefore, opportunities for solitary play areas and play materials as well as social play areas and materials are to be considered.

It is also critical to note providing social/solitary balance is a means of reflecting cultural responsiveness. For example, given that there are cultures valuing group collaborations over individual work (collective and individualist culture, respectively), opportunities for both types of play/work must exist. Cooperative groups, social play opportunities may be preferable to a child from a collectivist culture versus more individual and solitary options for children from individualist cultures.

Open-Ended/Problem SolvingIncluding both open-ended and problem-solving (closed-ended) materials in the various centers requires a great deal of thought and planning as some centers are more conducive to one over the other material type. While going through the centers, I began to think of ways to balance some of the centers which reflect a preference to open or closed-ended materials. While I have addressed available open/closed ended activities in the detailed analysis of learning centers, below I will note a couple of centers which I found challenging to balance based on my own preference for these centers to remain open-ended.

The Block and Dramatic Play Centers were the first areas requiring attention due to the majority of open-ended materials. In an effort to balance out the Block Center with some closed ended activities, I provided the students with photos of different buildings and structures. Using cooperative groups, I asked them to use a photo, of their choosing, and replicate it with blocks and other materials they may need from the classroom. Dramatic Play was a bit more challenging as I struggled with not wanting to limit or disturb the creative nature of dramatic play. In a mindful approach, I decided to provide baskets and prompt children to sort the foods

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in a variety of ways (i.e. color, size). While I did not add materials, I was able to use prompts to achieve a closed-ended outcome. The centers now have further capability to insight cognitive processes without losing their ability to inspire creativity

Science had the opposite problem as a primarily closed-ended center with sorting games and matching games, and sequence cards. In order to address this imbalance and incorporate some open-ended materials, I decided to add an assortment of writing materials and a variety of paper pads. Due to the location of the center by the window, a few students have been recording changes in the tress visible to them. It is important to note that some of the collections in the sconce center, such as rocks and shells, have taken on open-ended play with the children. I observed several students pretending the rocks were dinosaurs as they had made small families using them. Additionally, I noted that they incorporated some of the cards from the plant lifecycle sequencing game as homes for the dinosaurs.

Graded ChallengesTo address different developmental stages, foster independence, build self-confidence, and create opportunities for children of all abilities to work side by side, it is crucial to provide graded challenges. A multi-age program such as ours must make sure that graded challenges are readily available as we serve children at so many different developmental stages. A sample of graded challenge materials includes; puzzles with and without pegs to assist children still working on fine motor, puzzles ranging from 5-35 pieces, sequence cards ranging from four to eight in a series, and memory games which I alter to varying number of possible matches (i.e. three to ten possible matches).

In addition to building confidence by providing, materials children can succeed at alongside their peers, graded challenges also help create opportunities for greater group opportunities. For example, a fire fighter floor puzzle was a little beyond the developmental ability of one student, however, he and a friend were able to put it together in a small group. This example illustrates problem-solving (seeking assistance) as well as cooperative learning, and a sense of achievement, pride, and confidence.

Cultural RelevanceServing an ethnically and economically diverse community, I am mindful of representing cultures in a respectful and sensitive manner. Meeting with each family individually during the months prior to the start of school, provides meaningful insight which make building partnerships possible. An environment must reflect diversity in order to make everyone feel valued. However, I am of the belief that cultural responsiveness goes well beyond equipping an environment with multicultural crayons, paints, paper, etc. Experiences, from families within our program and community, are what enrich the program and add to the multicultural environment. It is these experiences which result in positive outcomes and a greater understanding of the diverse world of which we are all a part.

One way I bring in diverse cultures into the classroom is by carefully selecting books. Bookshelves reflect varying cultures, persons with varying abilities, and are free of gender or ethnic stereotypes. The Dramatic Play, for instance, has cookbooks from several nations with

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beautiful pictures as well as diverse pretend food offerings. An event we host promoting multiculturalism is our International Dinner where parents bring a dish representative of their culture. Each year, we make a cookbook of recipes from the event and give it to families as well as place one in the Dramatic Play Area. We also invite a performer to the event such as renowned storyteller Dr. Mama from Eastern Connecticut State University who was kind enough to tell some stories. Last year, a child from Peru (who was a student in our program) and her family did a Peruvian dance during the international Dinner. A family we currently serve recently returned from Bangladesh with numerous saris in all colors of the rainbow and has offered to bring them in and let the children use them for dress up. Another parent came in a few weeks ago during Rosh Hashanah with a shofar and told the children about their family’s celebration. Before I merely purchase materials to place in a classroom to reflect diversity, I like to connect with families and the community as they can enrich a program and add to the program’s multicultural landscape by sharing their cultural background

Schedule

Daily Sequence of EventsResearch has shown evidence surrounding the positive impact of consistent, predictable, and understandable schedules on children’s outcomes such as smoother transitions, greater care-giver attachment, and self-confidence. Children seek and need predictability as evidenced when children ask me during the first few days of school: “What are we doing next?”, “Is it time to go outside?” or “When is my mommy coming?” Questions such as these dwindle down as children begin to settle into the program. A month into the program, I notice uncertainty of what happens next replaced by anticipation of what is to come. For example, students are now reminding some friends that we are cleaning up so we can have snack. This understanding of the schedule takes time to form with consistency as the key to success. While children may not have a sense of what 10:00 am means, they do know, through repetition, that we will have snack after we clean up.

After careful observation of my schedule in action and then reflecting upon it, I decided to call it a sequence of events as opposed to a schedule. After observing the children during Choice Time, I noted some days where children were ready to move on before the “scheduled” time to more organized or different activity pattern as they wandered around and showed genuine disengagement. Noting that the day prior, they had been visiting centers and engaging in numerous activities well beyond the “scheduled” end of Choice Time, it cemented my philosophy regarding “schedules” which have a rigid connotation. Instead, I concluded that we have a “sequence” of events that we follow. The key is that the sequence is a consistent and predictable one. I accept the fact that there will be days where the children are extremely engaged in center choice both self-directed as well as teacher-led small group activities. On these days, it is crucial to allow the time necessary for everyone to explore without interruption. Conversely, there will be days where children, despite good intentions on the part of teachers,

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are ready to move on. It should be noted flexibility must exist within reason. In other words, a fifteen minute Center Choice time or a two-hour one is not an appropriate option.

Below, the reader will find the sequence of events that we consistently follow in our program along with a quick description of activities. The sequence is posted in picture format in the classroom as well as on the door for both children and families to review.

Choice/Small GroupChildren make choices among learning centers. There are many to choose from as evident in the section pertaining to Learning Centers. During this time, teachers engage in small group activities with children. Teachers go to a variety of centers with preplanned activities. Teachers alternate working with small heterogeneous groups of four or five children (i.e. a sorting math game, flannel board story retelling). This period of play lasts typically for a minimum of 40 minutes and can extend as long as one hour based on the ever-changing needs of the children. Teachers go to each small group and give a notice that we will be transitioning. During this reminder, teachers and students plan the area they will be responsible for cleaning.

I must be noted that I do not do a morning group time before our centers. My decision for this is very purposeful and stems directly from the fact that we are a part-day program. By eliminating a morning circle time, I have been able to limit the number of transitions children have to make in a two-and-a-half hour block of time. I have replaced the morning planning circle with an informal individual planning session as students arrive to school. I greet them and ask them where they would like to begin their morning while I help review the offerings. Additionally, I am finding that this is beneficial to caregivers as well because they become further informed about their children’s learning choices.

TransitionUsing a rain stick as our signal to clean up, we spend 5-10 minutes transitioning from Center Choice to washing up for snack.

SnackOur small group size allows us to sit at two tables during snack time. The children choose where they like to sit during snack. As a teacher, I like observing how these decisions are negotiated. Also, this information helps me when trying to create heterogeneous groups for group activities depending on what I am trying to accomplish. Snack is leisurely as I don’t like to rush anyone while they are eating especially if much conversation is happening. Typically, snack lasts about fifteen minutes give or take five minutes.

TransitionAfter snack, students go to our group time area where they read independently, or in a small group with a teacher until the remaining students finish.

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Group TimeI view our group time as an important time together because it allows children to feel like a part of a community. I like to use this time to review our morning by asking students if they would like to share one thing they did, or who they played with, or their favorite/least favorite activity. It is a good time to discuss issues that affect us as a group such as reviewing classroom rules or planning activities and interest areas. We keep this time to a minimum starting out at five to seven minutes the first weeks of school and slowly increasing it as the year progresses to no more than fifteen by spring.

TransitionRight from our seats, we play a variety of games as we line up to go outside. A favorite of the children this year is the Color Game for transitioning to line up. A teacher or a student may say “If you are wearing a red shirt, you may line up” and so on.

Outdoor Activity or Indoor GymnasiumFrom our Group Time, we line up to either go to the playscape or use the gymnasium. This play is open-ended as well as some teacher or child-led activities. Occasionally, we plan a game such as Duck, Duck, Goose or Red Light, Green Light. Again, this is based on the children’s needs for the day. On rainy days when we use the large open gymnasium in lieu of the playscape, I do plan on more organized activities. The space is much too large for us so preplanning is essential in order to remain safe in such a large space. Our outdoor time lasts for thirty minutes plus or minus five.

TransitionWith several verbal notices, the teacher signals that we will be transitioning to go inside.

Music and MovementThis is important after a long stretch of being active. It allows the children to get the last of the wiggles out before we end the day with a story.

StoryWe end the day with a story which is sometimes an interactive flannel board story and/or a book to introduce or reinforce a topic. Almost a month ago, after reading about the need for five minutes or so of wiggle time from active play, I moved music and movement to before our story rather than after it. After doing this for just a few days, the difference in the children’s attentiveness to the story was by far greater than reading immediately following active play. The number of instances which my Teacher’s Assistant redirected children back to our story time has dramatically decreased since the switch. A seemingly slight variation in something we “just always did” has had such a great impact on the attention span of the children.We end the day with a quick “when you come back to school. . . “a time to talk about options available at centers and upcoming activities with the children.

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Recommendations

After spending a great deal of time inspecting and consequently reflecting upon the many aspects of classroom environment, I have reached the conclusion that environments are always a work in progress with elements that may need to be altered to meet the needs of children. Careful observation of children and families within a space and brainstorming ideas and strategies with a co-teacher is crucial to successfully addressing needs. To this end, I have made a list of recommendations which I would like to implement in our program. Below, I will reveal recommendations for the space and provide support on how they would benefit our program. Additionally, I will review limitations which may prevent or delay the proposals.

More Close-Ended Activities in the Block and Art AreasUpon reviewing the materials and activities in the Block and Art Areas, I have noted the multitude of open-ended materials and activities in the centers. As a result, I have begun to make considerable changes to include some closed-ended materials and activities in both areas. I have been taking photographs of neighborhood buildings and laminating them (an idea borrowed from another teacher) to place in the block area. Asking children to attempt to replicate buildings adds a close-ended element to the blocks while learning about their community. As an extension to this activity, I am planning on asking families to take pictures of their homes to add to our community building pictures (with the understanding that there is a digital camera accessible for them to use). These are two relatively easy cost-effective steps towards adding balance to this area.

Art is a little more challenging to address based on my own personal thoughts on art as a form of expression without limits. However, I know, as with the apple craft, that there is some value to be gained such as planning how to go about the craft, carrying out the steps, and following a series of directions. To this end, I have been working with my Teacher’s Assistant to come up with a few crafts activities reflecting different levels of difficulty, for us to do with the children as a means of adding a little bit of closed-ended angle to our art center.

BathroomA priority renovation I would like to see made is relocation of the bathroom. Currently, the bathroom is not located in the main room, as the diagram of the room reveals, therefore children have to go around the corner to get to the bathroom. While the location of the bathroom does not appear to negatively affect students and in fact fosters greater independence, I feel it would be more practical to teachers if children direct access. It would afford us the opportunity to stay in the main room as opposed to go around the corner to assist a child. However, due to the age of the building, the cost involved, and the fact that we do not own the space, makes it nearly impossible to relocate the bathroom. We have talked about creating a more direct doorway to the bathroom from the main room, however, knocking down walls in such an old building can create environmental hazards. While the children have not shown signs of displeasure with having to go around the corner to get to the bathroom, teachers would benefit greatly from this renovation. As it stands, our children ‘check in’ with one of us so we know they are going to the bathroom and can monitor appropriately.

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LabelsAfter evaluating my classroom, it occurred to me that while everything is clearly labeled for children (at their level and with supporting photographs) there was one thing lacking: labels in Spanish. As stated, having students from many countries, including the Island of Puerto Rico, I was embarrassed when I discovered our labels were only in English. I was able to remedy this relatively quickly in a matter of days using a label maker and a dictionary. As a result, the children have noticed that there were now two labels on items as opposed to one. This has sparked a wonderful teaching opportunity as we began to discover the many different languages children in our class speak as well as learning to say “good-morning” in a few of them with help from families.

My goal in the near future is do some research on the availability of labels in Braille. Adding these labels would be the first in a series of steps towards preparing a room for a prospective student with a visual difference as well as an asset to students currently in the program.

Stimulus ShelterAs I described above, one of the centers in our classroom is our Cozy Corner where children can find a quiet area to retreat and/or read. This space has provided respite from the activity in the room when a child has needed some time to regroup. While the current area is serving its purpose well, I would like to include a true stimulus shelter where greater privacy is assured. As I noted, Samantha has been able to use this space as respite from the rest of the class when she needs. However, if there are more than two children there already, she hesitates. Having a space devoted to a child such as Samantha who seeks solitude would benefit her and the program. The main challenge associated with this task will involve space as I have to continue reflecting on ways in which I can rearrange some of the centers in order to include a stimulus shelter in a quiet part of the room. Due to the magnitude of rearrangement involved, this project will be reserved for the next school year as I do not want to disturb the space which children have grown newly accustomed.

Up and Down SpacesIn order to add visual interest and added appeal to the centers, I would like to alter the landscape by incorporating up and down spaces in the classroom. While creating a sunken area is beyond the scope of what we are able to do, I would like to consider carpeted platforms which may help elevate some centers and thus create added visual interest. The center I would like to try this out on is the Writing Center in hopes of boosting its attraction power, which as I stated. By raising this center, the Library/Cozy Corner which is adjacent, would have appear sunken relative to its location to the Writing Center. Thus, this renovation would help with privacy in the Cozy Corner as well as increase attraction of the Writing Center which sees the least amount of traffic. While cost may be a factor, I propose contacting a home improvement store to see if they would be willing to help with this project. Or, each year, we participate in the United Way Day of Caring whereby volunteers come into the classroom to clean, do minor repairs, paint, etc. It may be a good opportunity to have them help assemble s platform of this nature.

Tile/Wood in “Messy” Areas

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Many years ago, we had lovely hardwood floors in the classroom with area rugs differentiating center areas. Unfortunately, after my first year, wall to wall carpeting was put in. While I can appreciate the difficulty in maintaining hardwood floors, I do question the carpet for other health issues. Currently, I have two students with asthma and fear that the carpet may not be beneficial to them. Maintenance vacuums the room each night in an effort to minimize allergens and keep the carpet as free of dust as we can however, I question the effectiveness of this maintenance plan. Additionally, I would like to add tile or wood squares in areas surrounding the Art and Sensory centers where messes can, and should, occur.

Relocate Library/Cozy Area I recommend moving the Cozy Corner Area to the side of the room which has windows. The natural light from the big windows would benefit the children using these centers and allow them to see without the use of overhead lights. Additionally, the natural sunlight would add warmth and coziness, literally and figuratively. Unfortunately, the heating vents prevent us from doing so for obvious safety reasons. Despite this limitation, the current area is still inviting to children with its large pillows, blankets, and variety of books.

CommendationsThis detailed study leads me to notice specific aspects of our environment which are exceptionally appealing to both myself as a person who spends so much time at the facility and, hopefully, children and families.

PlayscapeOne of the many benefits to our programs is the beautiful playground we use. Lined with beautiful mature trees, the playscape is fenced in, safe, maintained by the town of Manchester, and available for us to use at any given moment. Being the only program serving preschoolers in the building affords us the opportunity to use the playscape without having to reserve a time or wait for other classes to finish their time. As stated, following a sequence of events as opposed to a rigid schedule makes it difficult to assess the exact time we will get to the playscape. Therefore, a playground with such flexibility in its availability suits us well.

An additional added benefit to the playscape is the train that runs right across from it! Every couple of days, sometimes more often, we witness a freight train transporting grain, go across the tracks literally right before our eyes. On numerous occasions, the conductor has waved to the children as he chugs along. It is quite the sight to watch the children run up to the fence and yell “hello” and wave back!

Partnership with the Manchester Recreation DepartmentAlthough we are two separate organizations, the YWCA Creative Nursery School and the Manchester Parks and Recreation Department (referred to as “The Rec”) have a strong relationship which has developed over time. As a result, we work together to meet the needs of

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children and families in Manchester by sharing resources, exchanging ideas, and making appropriate referrals. Despite the fact that we only lease the classroom, the town continues to support us and our families by allowing us to use other parts of the building when available. For example, on inclement days, they permit us to use the gymnasium solving a major problem for us as we do not have a large gross motor area in the main classroom.

Additionally, “The “Rec” allows us to use the lobby to display children’s artwork which addresses our lack of wall space in the classroom, which, in turn, makes the lobby feel inviting to children and families. Finally, they also permit us to host Scholastic Book Sales and use their upstairs conference room for family gatherings and pot lucks we host such as our International Dinner. It is fortunate to be among other organizations, such as “the Rec”, who value the importance of community.

Proximity to LibraryAn important commendation worth citing is our proximity, as well as our partnership, with the Whiton Memorial Library. Being so close has significant advantages to our program such as: taking the children over for story time, librarians coming to us, and participating in their special preschool events such as a puppet shows, outdoor picnic and story times, and much more. Relationships such as the one we have with the library and the town of Manchester are so important to strengthening community ties and giving children a sense of belonging.

Family AreaAs I have mentioned, our partnership with the Manchester Parks and Recreation Department has a wonderful impact on our program. One of these benefits includes the use of a room on the second floor just above our classroom. This room has tables and chairs and a kitchenette of to the side where there is usually a pot of coffee and/tea available. I am happy to have this room accessible to our families for a number of reasons. First and foremost, we have families who do not drive yet live too far to walk back home after drop-off only to turn around and return for pick-up. This area, which I show families prior to the start of the school year so they know it is available to them, is a pleasant space to read a book, have a cup of tea, knit, etc. Also, it is a great space for families who may be hesitant to leave their children or vice versa. In our “family room”, they are within earshot which provides a great sense of comfort. This year, we have several families who want to be in close proximity to their children as it is their first time apart. I am glad that we are able to accommodate them with this space. Many parents who use this space insist they use the time to volunteer in some way such as laminating, printing pictures off the digital camera, etc. Their sense of pride, and ours, is so evident knowing they have contributed to the program.

Additionally, our families who have infants and/or toddlers have formed a “Monday Morning Coffee Click” Group in this space where they socialize while their young children play and their older child is in preschool with us. We have supplied them with materials for infants and toddlers so they do not have to bring anything extra.

Natural Lighting

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Although we are bound by Connecticut licensure guidelines to have certain wattage of light for children, we are fortunate to have large windows which help meet some of this requirement. We supplement with fluorescent lights on dark days and on most days, we can get away with turning on only a few sets as opposed to all. Large windows on three of the four walls in the classroom provide our children with a wonderful opportunity to look at the beautiful trees, or see the library from one window, or see the train when it passes by from another window. Not only are the windows letting light in, they are connecting the children to the community and the nature around our school.

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Appendix A

Floor Plan of the YWCA Creative Nursery School Classroom

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Appendix B

Pictures of the YWCA Creative Nursery School Environment(Please note: Families have consented the use of the following pictures for the purpose of this study.)

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