Early Childhood - Connecticut State Department of Education

Decisions About Practice Chapter 3
MAKING DECISIONS
Classroom environments must be carefully planned,
prepared and maintained to invite children into learning
experiences. The environment must send two important
messages: this space is for children; and this space was
purposefully created, based on how young children
learn.
Discovery, exploration, creation, experimentation,
observation and sustained engagement take place
in well-planned early childhood classrooms. Materials
are well chosen with intention and purpose. Areas
are arranged to accommodate and support the work
of children and adults, and time is scheduled to allow
children full access.
Early childhood classrooms should have work
areas – or centers – for blocks, dramatic play, art/creative
experiences, science and investigation, mathematical
thinking, literacy experiences, writing, large- and
small-group activities, small-group snacks, quiet alone
times, sand/water/clay experiences, woodworking,
construction and music making. When establishing
work areas, teachers must carefully choose locations,
considering the purposes, materials and experiences
anticipated in each. Characteristics such as quiet/noisy,
messy/neat, private/small-group/large-group or fragile/
sturdy are as important as the allocation of space and
the general flow of traffic and movement through the
centers and the classroom.
Early childhood environments must reflect the
amount of time children and adults spend together. The
space reflects the goals of the program, the age of the
children, the daily traffic patterns and the climate of
the class. This section will guide teachers as they make
decisions about materials, scheduling and creating
quality environments.
PLANNING QUESTIONS
To maintain a well-planned classroom environment,
teachers should periodically ask themselves the
following questions.
• What areas in the room are rarely used or
used inappropriately?
• Can the children be independent in this
area?
• How are the children using the materials
and the space?
• Which areas are sources of frustration for
children due to high demand by other
children?
• Do the areas stimulate ideas?
• Are the areas of the room reflective of the
culture and families of the children?
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• How can areas be created to encourage
collaborative work?
• Is this classroom visually appealing when
you stand in the doorway?
• Does the classroom invite you in?
• Are some areas created from children’s
ideas and questions?
INDOOR ENVIRONMENT
When planning new spaces or evaluating present ones,
the following characteristics should be considered.
Children’s Interests And Cultures
Children are learning about themselves, their abilities
and preferences as they interact with materials within
the classroom environment. Room arrangements and
materials should reflect and support their interests,
skills, cultures and family values.
• Encourage children to bring materials from
home. Sharing their cultures and family
experiences with others broadens each
child’s choices and reflects the community’s
diversity.
• Purchase and select materials that accommodate
varying abilities and cultures.
• Periodically review and examine the space.
Is it dynamic and responsive to the learners’
current abilities and interests.
• Be sure that props are culturally inclusive
and inviting for both boys and girls.
• Avoid always using stereotypical clothing
and props.
• Organize equipment that can be manipulated
and moved by the children for easy storage
and accessibility.
Climate And Comfort
Appropriate materials and equipment invite children
to come together with others, to interact and problem
solve. Aesthetic elements of light, texture and color are
important. Quality early childhood environments are
organized, yet inviting.
• Create an environment that resembles a
home.
• Wherever possible include natural lighting.
• Present children’s work and all visual
information for learning at children’s eye
level.
• Locate areas and materials so all children
have access.