i CHAPTER 7 Developmentally Appropriate Physical Environments: For Preschoolers postive life experiences in infancy and toddlerhood, preschoolers approach the world con- fidenty and with a genuine desire to become part oft to learn how it works and how they ‘an function within it. Now that they have a rudimentary self-concept, they are ready to learn to inter- act with others; it is amazing to see three-year-olds eager to conform, afer the resistance and “me- ress” of toddlerhood. Though sill egocentric, preschoolers move toward experiences with peers. Teaming to play with other children is not a skill that can be taught by words alone; through day- day real experiences, young children discover firsthand how to modify their behavior to become more acceptable in childhood play groups. The issues of friendship preoceupy preschoolers; the greatest threat ofall isthe warning, “You're not my friend.” Preschoolers are talkers, excited to convey to others their perspective on experiences, Talk is pow erful, and preschoolers slowly move toward selE-control as they increase their understanding of rea- sons for behavior and alternate ways of behaving, And above al, play dominates the life and learning of preschoolers. 95 B yy around age three, the toddler evolves into the young child. If fortunate enough to have had tO)96 Secon Two ~ Developmentally Appropriate Physical Enironments OBJECTIVES _After completing this chapter, students should be able to: '* describe the nature of preschoolers and what they do. ‘* identify needs of preschoolers to be supported by the physical environment. ‘discuss components of an environment for initiative. + discuss components of an environment for play, including outdoors. + discuss components ofan environment for self-control | * ‘identify characteristics of good schedules for preschoolers + discuss components of good transitions. ‘identify components not found in developmentally appropriate physical environments {or preschoolers What Are Preschoolers Like? | By the time they have lived three or four years, children have experienced such widely varying en ‘ronments and experiences thatthe differences between individual children have become ever greater It becomes dificult to generalize with much certainty about children; for evry statement that is made, itis possible to find several examples of children who do not fit the characterization, Nevertheless, cer- tain truths seem evident for most thre-, four, and five-year-olds—at least much of the time. ‘What also becomes evident i the number of changes that occur during the much longer period of the early childhood years. Three-year-olds play, communicate, and understand the world very differ- | ently than do four year-olds, who are themselves qualitatively different from most ive-year-olds. This | stage encompasses a longer period than the first two stages discussed, so i is understandable that development creates differences over a period of thre years or so, | | 4 ‘Having pointed out these cautions, let's consider how to describe preschoolers. Preschoolers are physically active creatures. By the end of toddlerhood, they have mastered most ‘of the large motor physical abilities they will have. But what they have not yet achieved isthe coordi- | nation and ally that wil be evident bythe end ofthe preschool period, For example, two-yearolds | can run and throw balls, but the quality ofthese movements is markedly different from the smooth skill of the five-year-old. The need for activity to increase coordination keeps preschoolers on the rove, though lengthening attention spans allow them to stick with activities without the ceaseless movement of toddlers. | Preschoolers gradually depend less on attentions and constant assistance from adults, although they are still bound to them by affection, and thus a desire to please and be lke them. This affection | ‘ate bond motivates preschoolers to adopt adult standards of appropriate or inappropriate behaviors. But developing a conscience and becoming more sef-controlled isa long, slow process only begun during the preschool years. Children in these years stragle with egocentric perspectives agains the dictates of limit for group behavior. ‘As preschoolers move from dependence on adults, other children become increasingly important to them, Children ofthis age are searching fr friends and learning lessons about how one behaves as a friend. ‘The nonstop buzz of tlk that is part of good preschoo! classrooms i a clear indication ofthe pre ‘occupation of threes, fours, and fives with speech, inthe form of monologues, dul monologues (when it looks like children are talking together, but in reality they are talking about what each wants to tlk about), questions, comments, arguments, stories, and play discussion. Talk is the stff of preschool learning about the world, self, and others ‘What traly distinguishes preschoolers from younger children, though, fs their ability to enter into increasingly complex forms of pla. Preschoolers imagine and pretend, with wonderful fluency and tea») | 3Chapter 7 ~ Developmentally Appropriate Physical Environments: For Preschoolers 97 Developmentally Appropriate This place looks lived-in ‘There were children here {ean tall by the markings ‘They are fresh and clear. Walls covered in artifacts ‘And tables with books ‘The shelves somewhat misarranged Like jackets on hooks. ‘The neatness is almost fragile Inits cluttered array Anticipating the frst student, ‘Who'll return this day. ‘To this place of opportunities ‘Where a teacher seems to know That there is much to be learned As children continue to grow. So she’s hamessed their power [And captured the intensity oftheir play By structuring intriguing possibilities ‘That they wil meet along the way. “This place does look lived-in “There were excited children here I can tell by the learned markings They are fresh, intense, and clear. ‘The markings of hard work and delighted struggle, “The powerful learning comes through. “This isa place for children ‘Where no child needs to be dragged to. Figure 7-1 A developmentally appropriate classroom for preschoolers is designed to meet thelr needs and interests. Permission for use granted by autor Slgmaind . Blox fantasy, and gradually in cooperation with other children. Their play i focused, serious, and involves ‘the whole child, nurturing physical, cognitive, social, emotional, and language development. Play enables chien to create understandings oftheir world from their own experiences ‘and exerts a strong influence on all aspects oftheir growth and development. Children become empowered in play to do things for themselves, to feel in control, to test and practice their skill, and to affirm confidence in themselves. Play is important for chil ‘dren's developing sense of competence. (Isenberg and Jlongo, 1997, p. 32) Preschool children play. They play alone, with others, inside, outside, always. (See Figure 7-1.) ‘What are preschoolers like? They are beautifully confident creatures who have tested themselves out in toddlerhood and are now filled with enthusiasm to explore the world around them and the peo- ple init. Hungry to learn how to lve in this world, their awareness fs moving from a stricly egocen- tric (that is, centered only on sell) perspective to an outward perspective. They are like adventuring explorers wino have an insatiable need to know and do more inthe larger world around them. What Do-Preschoolers Do? I you have recently been in a room ful of three- or four-year-old children, images probably crowd your mind when you read this question: What don’ they do? They hold up paintings for adults to view, after working painstakingly on them for fifteen minutes, busily talking with a friend about what they are cresting on paper, and arguing about thei ideas. They yell, they giggle, and they tak back to their friends and to adults. They build, they knock dovn, they angue over whose building was the tallest. They tease, the tile, they exclude others from playing in98 Section Two ~ Developmentally Appropriate Physical Environments housekeeping. They beg to help, they find reasons why they shouldn't have to clean up, they brag about their achievements. They defy adult resections, they smilingly agree to share, they demand tens. They wobble across the room in high heels, they work thirty-ve-piece puzzles, they tell long stories. They insist on an extra kiss goot-ye, they leave their dad without a backward glance, they tll you every- thing their family did onthe weekend. They lead a game of Simon Say, they insist it thelr turn in Can- dyland, they invent a word to describe the bubbles floating in the wind: a “Bubblefy.” They bit back at nother child, they look guilty when they get caught, they go off to a comer to play fora while. They beg you to read the story again, they print their name carefully on their at paper, they demand that you watch them prin. They find their own place at the table, they try determinedly to use the scissors again, they show you proudly they can button all the litle buttons. They shriek with laughter at a good. book, they ask question ater question, they insist on being the baby when they play house. They hang upside down, they run down the hall they tll you that you can (or can’t) come to their birthday party ‘You can add to ths ist. What they do and ean do goes on and on. They are competent and conti- dent about what ther legs, fingers, and minds can do. Those preschoolers who are limited physically ‘or mentally by special needs find their own ways of impacting the world wit thei ntatie. They burst with ideas and energy and enthusiasm, Their excitement overflows on daily basis, and often they get out of bounds and test the limits. But the diference is they now know there are limits, understand why there are limits, and sometimes even conform to the limits What Do Preschoolers Need? Considering what preschoolers do is the fist step in thinking about what preschoolers need for their development to be nurtured, They need an environment that can support all that active energy and challenge with experiences that introduce ever more ofthe world. A reminder of what some theorists have told us about these childhood years before formal schoo i also helpful-The psychosocial issue defined by Erikson forthe preschool years is forming a sense of initiative, as opposed toa sense of | uit. Initiative refers to sense of self as a doer—competent, fll of ideas, energy, and enthusiasm to explore the larger world, With the energy and ability ofthese years, children learn to initiate their own | activities, enjoy their accomplishments, and become purposeful. If they are not allowed to follow their | ‘own initiative, they feel guilty for attempting to become independent and competent. The curious | preschooler needs a sense that he or she can do, can make, has good ideas. 4 Piaget helps us understand something of the young childs thinking and learning processes in his} description of preoperational thought. As we will discuss more fully in Chapter 15, this cognitive per- spective is mental activity that is not yet logical, but is more intuitive, based on limited perceptions; | concrete egocentric in being able to understand only one's own perspective; and limited in abiltyto. | focus and generalize logically. Thus, learning experiences for preschoolers need to match these char- acteristics. Piaget defined play asthe appropriate medium for learning by preoperational children. 3 Developmental tasks for this period include becoming socialized to norms of behavior, forming a sense of identity within the social context; beginning to form a conscience and develop self-control, | and coming to understand one's position inthe world. Continuing competency with language is criti cal to all these tasks. Adults must plan developmentally appropriate environments that encourage this learning, appropriate to the development of all preschoolers Environments encourage different kinds of experiences, depending on the physical arrangements of space and materials, of time, and of varying degrees of access to other people. Specific program goals may be alfected by the behind-the-scenes decisions adults make that influence behavior. For example, in 2 classroom where cooperation and problem-solving skills are a major goal, a teacher ‘might decide to deliberately put out limited numbers of materials, to stimulate dialogue and interac> tion about tur-taking and discussion among the children (Ostrosky and Kaiser, 191). In a program that emphasizes nurturing emerging literacy skills, a teacher might place many picture and word labels for common tem at children’s eye level. In programs that include many children with special need, adaptations to the environment and to activities will be made (McCormick and Feeney, 1995), and individualized plans and therapists help children develop optimally. The educational goals of any pro- gram wil be reflected in the physical environment. » A a < eChapter 7 ~ Developmentally Appropriate Physical Enoironmonts: For Preschoolers 99 In addition, as teachers develop individual goals for indvial children inthe classroom, they use their environmental decisions to work toward these goals. teacher who wants to promote lunch-table conversation in a quiet child might place the quiet child beside a more talkative one at the table. Another teacher, realizing that a particular child needs special help with screening out distractions, might create several small, protected work spaces, stocked with materials of particular interest to the child, and encourage him to choose a friend to explore the area ‘Thus, the physical environment may encourage goal for both the developmental stage and for indi- viduals, as well as specific program goals. In addition to creating an environment to promote specific goals, physical environments may also work to solve or prevent typical problem behaviors associated With individual or age-span development. There is much for adults to consider as they plan physical environments for preschoolers. Dimensions of Environments Softness/Hardness Open/Closed Figure 7-8 Sand isan example ofa soft material as well as an open material, Courtesy NationsBank Child Care Genter Elizabeth Prescott reminds us that children’s memories of child care seings seem to be stored “pri- marily as tactile impressions” (Prescott, 1994, p. 9). This suggests the importance of paying attention to the physical surroundings in early childhood programs. In her classi discussion on physical envi- ronments, Prescot describes seven components—dimensions, fo use her word—to consider in phys- ical environments (Prescott, 1984), as shown in figure 7-2. As adults plan environment, they should consider where on the continuum theit particular environment falls, and whether there are modifca- tions that could benefit children, Prescot advocates a balance ofthe dimensions for an optinum env- ronment to encourage the kinds of play that enfiance development. Sofiness in an environment is provided by objects that are soft, malleable, and responsive to touch, providing a variety of tactile sensory stimulation (finger pains, playdough/clay, couches, pillows, rugs, grass, water, sand, drt, animals that can be held, swings, laps). Hardness (tiled floors, wooden furni- ture, asphalt playgrounds) gives a more unyielding emsronmental message, one that encourages chil dren to shape themselves to the environmen, inevitably ring and strss-inducing for both children and adults. Hardness might also refer to harshness of artifical light, especialy the fluorescent lighting used in so many child care centers. Alternative forms of lighting may contribute to softer, more homelike atmosphere (Schreiber, 1996). A balance means the environment is both responsive and resistant Openness in an environment is perceived by the presence of open equipment and materials—those that can be used in a variety of ways, with no one correct way of using them and no arbitrary stopping, polit Sand, blocks, collage, and other art materials are all open (see Figure 7-3), Activity formats may aso be open, based primarily on children choosing from a selection of activites planned and pre- pared by the teacher, The issue of openness is related to choices, Prescott’s Dimensions of an Environment 1. Softness/Hardness 2. OpenjClosed 3. Simple/Complex 4. intrusion/Seclusion 5. High Mobility/Low Mobility 6. Risk/Safety 7. Large Group/ingi Figure 7-2 Dimensions of an Environment, flzabeth Procot, 1984100 Section Two ~ Developmentally Appropriate Physical Environments Simple/Complex Intrusion/Seclusion High Mobility/ Low Mobility Risk/Safety Large Group/ Individual Closed materials can only be used in one way to come out right; puzzles and various Montessori materials are closed (See Figure 7-4). Although such materials are useful in building a sense of com- petence, they may also become boring once mastered or be frustrating if children are unable yet 10 master them. Program styles that utilize mosty teacher-directed group and individual activities are called closed, as are experiences that have a clear ending. Although there are advantages to oth open and closed materials and experiences, Prescott (1984) believes open materials and experiences are especially important fr preschool children to experience success and a sense of initative. As children interact with materials, it becomes obvious that some materials have greater holding power than others. The simplest play unit has only one aspect, and one obvious use; there is nothing to improvise. An example would be a swing or tricycle. More complex units combine two different kinds of material; supercomplex units combine three diferent kinds of materials. Examples of com- plexity include adding shovels to a sandpile or rolling pins to lumps of playdough; supercomplex would add water or molds to the sandpile or decorative elements to the playdough and rollers. A supercomplex dramatic play area adds cookbooks, pads and paper for grocery lists, anda shopping cart to the household utensils (see Figure 7-5). Simplest arrangements usually do not hold atention as long as when complexity is added, thereby increasing the number of things that can be done in an area or activity. ‘An environment introduces the dimensions of intrusion and seclusion as it defines boundaries and provides opportunities for privacy and control over personal territory. Every classroom wil have areas that must be shared by the group of children, but itis also important to provide areas where children ‘may withdraw tobe alone, or apart from the total group, and to safeguard their personal property and interests, Desirable intrusion also comes when the classroom makes connections with the outside world, such as by windows or by vistors tothe classroom (Gonzalez-Mena, 1997). Mobility isthe dimension of the environment that concerns the freedom children have to move ‘around. With high mobility, there is space and equipment to encourage gross motor, active movement, such as running, climbing, and tricycle riding, With low mobility, children are required to sit sill for activities such as storyime, working puzzles, and other fine motor experiences. A balanced environ iment provides space and materials for both. Prescott (1984) refers to the needs for both risk and safety within the environment. Although children need to be protected from obvious dangers and taught safe practices, such as fire precautions and using utensils carefully, the environment must not overlook important opportunities for risk taking, such as experimenting with bodies in space: swinging, climbing, jumping of, She notes a difference between teaching children how to do interesting and challenging things with care and forbidding any kind of risk or innovation because itis unsafe. Again, with lage versus small groups, there is @ need fora balance inthe social structure within the ‘dassroom, without an overbalance or omission of either dimension. &large-group experience is lis- tening to story at group time; an individual experience is'being read to one to one. Both kinds of experiences are necessary and valuable ‘The Key o using these dimensions in considering the physical environment is not an either/or approach. Most appropriate environments include selections from both ends of the spectrum. The {important task isto evaluate the environment for appropriate balances of experiences, matching the developmental levels and needs of individuals and programs. Attention to the dimensions is useful for problem sohing. Prescott points out, for example, that common problems such as children not sharing, not becoming involved, or coming unglued at the end of the morning can be dealt with ceavironmentally.Figure 7-4. This Montessori material for learning math concep is used coeretly in only one way, thus itis a closed materia swe Figure 7-5 This wing czar offers super compleiy, vith avai of stencils, pene, seissors, and markers Chapler7 ~ Developmentally Appropriate Physical Eneironments: For Preschoolers 10 Space speaks (see Figure 7-6): As children and adults enter a classroom, the arrangements of fur- niture and materials convey messages about expected activites and ways of behaving. For example, if most ofthe classroom space is filled with tables and chairs, it is evident that the teacher expects the children to spend most oftheir tine seated doing quiet activites, implying a good deal of teacher direction, If, on the other hand, a numberof different learning centers are arranged throughout the room, it seems likely that the children will be more actively involved with materials oftheir own choos- ing (See Figure 7-7). The way physical space is arranged implies an underlying philosophy that will have definite impact on what children can and wil doin learning activities. Because developing a sense of initiative isan important task of the preschool years, children's active participation as decision-makers is enhanced by an environment that encourages making choices and plans. Much of their time will be spent in active play oftheir choosing, rather than in teacherdirected lessons. Choosing is helped by making clear what the choices are, Each activity needs tobe setup in its own clearly defined zone, separated from other activites by space, furniture, and other distinct dividers This means the room i divided into many small play areas, appearing 2s a number of obvious choices, not one large area. Arrangement of shelves, cubbis, tables, carpet pieces, masking tape markers, and other creative kinds of dividers (e.g, hanging shoebags; atice or pegboards with fet; rows of low- hhanging plant; walls of tree stumps; crates, cartons, orice cream containers wired together; hanging curtains, sheets, or bamboo blinds) act to create visual boundaries, while sill allowing for adult supervision, (See Greenman, 1988, and Miller, 1987, for more suggestions on dividers.) Teachers planning environments to include children with special mobility needs must modify the open floor space in centers to allow room for maneuvering wheelchairs or walkers. ‘Teachers decide what interest centers are appropriate for their particular group. Typical centers may include: a creative art area; a block area; a dramatic play area; a book area; a music area; a manipulatve/math area; a science area; a gross motor area; a writing area; a woodworking area; 2 ‘water/sand area. An extensive discussion ofthe rationale for arranging the environment in learning ‘centers is included in Chapter 15, Centers are labeled so children can “read” what the choices are. Labels are at child eye level, and include hoth a picture representation and print, ‘To further encourage child choice, teachers make sure that materials are stored near the location where they willbe used, displayed on low, open shelves where children can reach whet they need. ‘When classrooms include children with limited mobility, duplicate materials may be stored in several areas of the classroom, placing materials at two diferent heights (Winter etal, 1994). “Storing mate- rials at table level and floor level reduces the need for bending or over-reaching, which can cause chil- dren to lose their balance” (Winter, 1994, p. 31). Containers are open or clear for visibility or distinctly ‘marked with labels children can interpret, or fel in the case of children with visual limitation. The arrangement of the materials on shelves highlights the separate choices by surrounding each material with space (see Figure 7-8). Teachers create picture or shape markers on shelves to make it obvious \winere materials wil he returned to. As materials are realy sailable in predictable places, children Jearn to take responsibilty for their environment and develop a sense of initiative as learners ‘We also found that organized storage seems to produce more complex and longer lasting play It seems that storage can help children to visualize relations and to plan future actions. Thus organized storage would appear to support initiative and imagination. (Prescott, 1984, p. 48) ‘The environment subtly supports children’s idea development. Genters that might logically be combined in children's play are positioned near one another; for example, the book center and the a»102 Section Two ~ Developmental Appropriate Physical Environments Figure 7-6 Space speaks ‘What messages do children get when they see tis in a classroom? Gowriesy ‘NatonsBank ChildCare Center Figure 7-7 children see clear choices in a learning environment arranged with a variety of learning centers. Courtesy CPC Child Care Training Genter Figure 7-8 Carefully labeled shelves make choices clear and help children return materials to their place Courtesy First Presbyterian Chi Deselopment Center \writing center are side by side. Having an area where children may display personal work conveys, value for their ideas. This area may be: clothesline on which art may be pinned near their name tag; a designated shelf space for completed items, such asa puzzle or manipulative creation to show par- ents; an area for works in progress and projects to be protected over the time period of creation; a poster for each child's use. Most of the classroom decor is created and designed by children. Children \With initiative will want to see that they can impact their environment, that itis not purely the creation of adults. Many teachers feel a key question inthe preschool classroom is, Do the children fel a sense of owmership ofthe environment? (Humphrey, 1989). Open-ended materials support and encourage creavty, decision-making, and otiginal thinking in all interest areas Initiative and self-esteem as learner are encouraged when many of the materials, offered have no right or wrong uses, and are process rather than product oriented. Variation in indi- vidual abilities is provided for by open-ended materials; children may use such materials as they are able, We'll talk more about specific open-ended materials later. Initiative is encouraged when children are able to decide which activity to participate in and when to terminate it. In order to encourage preschoolers’ thoughtful choices about self-selected activities, some teachers find it helpful to institute systems for “signing up” for activities. Such sys- tems may include planning or choice boards with hooks or pockets for adding a child's name tag to indicate a choice to work inthe art area, for example. Simpler choice methods might include the use of color-coded clothespins or necktaces ranging by an interest ceter to indicate whether space is available to play there; putting on and removing the name tag or necklace helps children make conscious decisions, as well as indirectly controlling the numbers of children that can productively play in an area (see Figure 7-9). Part ofthe High/Scope structure in preschool classrooms is based ‘on a Plan-Do-Review sequence, with children supported to think through their plans for the work period first, then carry out their plan, and later summarize their activites and learnings with an adult (Epstein, 1993). An environment designed to maximize independence encourages feelings of initiative, Teachers use placement and pictograph sequences as clues to guide preschoolers through the steps of using an area ‘without direct teacher instruction. For example, in the art area, easily managed cover-ups hang nearby. A stack of fresh easel paper is right beside the easel. There are easily managed clips to fasten the paper to the easel, and a drying line with clothespins right behind it. The pictograph for the children in charge of cleaning the area afer its use shows hanging painting to dry, washing hands, and returning the smock to its hook (see Figure 7-10). An important sense of accomplishment results when chl- dren can move independently through their chosen activites. Initiative is encouraged when children are enabled to play meaningful and responsible roles in their classrooms, Preschool children thrive on doing important, real work. Teachers can capitalize on this desir by offering regular opportunities to contribute to classroom routines and maintenance. 4 helper chart (see Figure 7-11) allows children to rotate responsibilities and to recognize a “public and democratic rotation of communal tasks and procedures” (Hohmann, 1994, p. 14). Thus do chil- dren begin to form an idea of themselves and others as contributing group members. Be sure to provide preschoolers wit an environment that develops initiative by: + encouraging child choice of play opportunties in clearly defined and labeled activity centers * displaying materials that children may get for themselves, + allowing children opportunities to display thelr work inthe classroom + offering open-ended materials that encourage creativity and use at varying levels, of individual ability + establishing systems that help children make conscious choices for play + providing opportunites for independence and responsible participation inthe classroom (> 4a <)> etChapter 7 ~ Developmentally Appropriate Physical Enoironments: For Preschoolers 103 Environment for Learning through Play ‘teacher's belief in and support of learning through play is conveyed by the careful preparation of the physical environment. In a classroom where teachers believe that children learn best through active involvement with materials, other children, and adults, the physical design of the classroom will offer ‘well-designed places to play and materials to play with. The placement of centers and the design of the classroom contribute to meaningful play experiences for children (see Figure 7-12). Most teachers co not hae the luxury of designing preschool classroom; some architect or builder has already done so. (For those fortunate enough to be involved in preliminary designs, the issues and questions raised in Greenman, 1988, Caples, 1996, and Moore, 1997, are excellent.) When teachers are assigned to a particular classroom, however, they can begin the process of visualizing the learning Figure 7-9 These necklace environment, forgetting what they know about how the room has been used and starting fresh. A plan ‘books are méshods to befp for a physical environment, as Greenman says, grows out of “fixed space, inhabitants, program goals dlldren make conscious ” (6 fee ae and philosophy, and resources” (Greenman, 1988, p. 135) Itis no doubt relatively easy to setup the (hidvn's Center, traditional classroom that emphasizes teacher instruction and individual study. But in the develop- mentally appropriate preschool classroom emphasizing “activ, individualized learning, autonomy, and social interchange” (Greenman, 1988, p. 135), teachersare challenged to crest dynamic, inv x ing atmosphere. When programs last fr full day, the quality of living experiences that include eat- ing, sleeping, privacy, and adult ease and comfort must be examined (See Figure 7-13). Tn deciding how to setup the room, Greenman suggests beginning with the fixed space: doors, win- dows, sinks, bathrooms, electrical outlets. Think about the flow pattern of air and light, of people and supplies. List every activity that will take place in the room, big and small, from play to snack time, from dressing for outdoor play to teacher parent conversations. Think about special physical accom- rmodations needed by children with special needs Decide what activity centers wil be part ofthe class- room learning and which areas will be used for more than one purpose—eating and table toys, for example. Placement of centers will determine how well children can become involved in meaningful pla. ‘Teachers may want to separate messy and neat activities, noisy and quiet ones, activites that need to spread ont, and those that can be contained, activities that need a table, and those that take place on the floor or in ther nooks. See Figure 7-14 for a preliminary placement sketch. As the designing continues, teachers need to consider pathways about the room, recognizing that straight, unbroken pathways encourage running, as do large, empty spaces that spend most ofthe day waiting for something, like group time, to happen. Pathways recognize the need to prevent intrusion on play; some activity centers, sch as hooks and blocks, need to be protected from through trai The dividers for defining areas discussed earlier in the chapter wil also be important as means of screening out distraction for children trying to concentrate on their own pla. See Figure 7-15 for @ sample diagram ofa preschool classroom. Notice the grouping of noisy areas for play (dramatic play, blocks, gross motor center), Notice also thatthe areas mos likely 10 need frequent access to water are strategically placed, There is no dead space. Children’s entrance into the classroom i inviting with- cout overwhelming them with too many choices and too much activity. As preschool children with special needs are included in the classroom setting, teachers will con- sciously modify arrangements so that children of all abilities are able to play. Wide pathways and { entrances to interest centers, architectural modifications, and materials organized for accessibility and avoiding clutter will improve the classroom forall children, Itis important for teachers to analyze their plans for areas carefully balanced to provide learning opportunites for all domains (gross motor, fine motor, sel-help, language, cognitive, emotional, and Tener scan scl experiences) and fora variy of curriculum subject areas (art, reading, construction, manip- fol i dezop ater ulation, science, math, music, dramatic play, movement). Iti equally important for teachers not to be painting drawn into thinking that learning is as clearly divided a the interest center areas would suggest (see Figure 7-10 ‘This pictograph104 secon Iwo ~ Developmental Appropriate Physical Bueionments TODAYS Figure 7-11 This helper chart helps children see their responsibilities in the classroom, Courtesy Avondale hires Center Figure 7-12 Open-ended rmatrials, clearly organized and displayed, promote inate and creativy, Courtesy NationsBank Child (Care Cente. Figure 7-14 Planing boards help children make ‘corscous choices about their practices Figure 7-16). Boundaries are defined so children can think of their play opportunites and have mean- ingful play protected and sustained, Boundaries are not meant to suggest that a particular kind of Jearning only goes on in that one center, or that learning is one-dimensional; for example, dramatic play goes on all over the room, and the art area involves creative expression, scientific discovery ‘manipulative skills, cognitive concepts and planning, and language subject areas. Nor are boundaries ‘meant to be inflexible (“The blocks need to stay inthe block area,” when a child takes one to house- keeping to use as a camera), One of the recommendations of emerging literacy programs (those believing that children’s interest in reading and writing develops as they are encouraged to practice these skills and are provided the materials for their play is that books and writing materials be incor porated into every activity center, encouraging children to look at books about science and to write signs on their block constructions; such practices may help teachers move to less compartment tion philosophically, while still keeping the room organized to encourage productive ply. The room arrangement is not meant to be permanent; as children’s interests and play behavior expand, so the need for new or expanded centers may emerge ‘Arrangement into separate interest centers isnot the only consideration for physical environments to encourage play. The thoughtful selection and display of materials invites children's se. The scales and a box of rocks on a science table suggest an activity; the notepad and pencil arranged beside the telephone inthe house corner suggest a begining plot line. Today, the playdough table, witha dish of bright beads, invites sculpting, when last week the same table had a set of tiny dishes to suggest pro- ducing a “tea party” with the playdough, Careful arrangement of materials helps children begin their play without needing teachers to tll hem what "we are going to do today” (see igure 7-17) Play is often interactive. The physical environment supports social encounters by providing spaces designed for small groups, varying from two to ve or six children. For children who are beginning social interaction, activity areas for just two support early socal skis, with parallel kinds of play and chances for face-to-face conversation. A small table and two chaits may be the seting for playdough, ‘writing, manipulatives, and for a good talk with a friend. Other centers may accommodate larger num bers of children, each wit their own place. Groups of four or five work well for preschoolers. Teach- cers are careful to provide clues about how many children may use the area at one time; four chairs surround the art table, and three smocks hang by the water table. Block builders find three large ‘masking tape squares on the carpet to indicate building space for three (see Figure 7-18), and two pads atthe writing table limit participation to two children (see Figure 7-19). The systems that sup- port conscious choice also limit the numbers in areas to facilitate social play and interaction. ‘But all play isnot social. There are times when children need and want to play alone, to read ‘ook, oF to concentrate on some challenging task. A room should have some small play spaces and an atmosphere that allows children to withdraw or define a space of separateness for play. If child chooses to build alone, for example, he should be able to put a tape strip across the carpet tind cate his personal area for building, The individual carpets used in Montessori classrooms allow for such individual involvement (see Figure 7-20) ay pucee een teen ee \ au coi Soe) pomcrctee } (Sarena ‘(rear dat) : Figure 7-18 Preliminary placement sketch, nj |Figure 7-16 An attractive and well-stocked writing center encourages literacy acti. Courtesy Nations (bil Care Center. Figure 7-17 Thistle already sets inviting to cide as they arive to play Courtesy Netbodist Home Child Development Center Outdoor Play Chapter 7 ~ Developmentally Appropriate Physical Environments: For Prescboolers: 105 watts || oar | \ Figure 7-15 Sketch of preschool classroom arrangement Involvement in play takes time. Teacher support the environment for play by providing blocks of time long enough for play 10 become established and embellished, without unnecessary intrusion ‘Well talk more about this later inthe chapter. ‘Adults are also an important part of the environment for play Play that isnot facilitated often goes undeveloped, The adult’ role as facilitator willbe discussed in chapter 15. Outdoor experiences are considered a vital component ofthe environment for play. Developmentally appropriate preschool programs value play and learning experiences for children both indoors and ‘out, and consider both equally essential, Outdoor play isnot thought of as justa time for children (and adults) to blow off steam, a sort of recess before going back indoors to get down tothe serious busi- ness of learning. Rather, iti recognized that qualitatively different kinds of play experiences can be had outdoors, different in scale and scope and decibels. Children need opportunites for physical challenge and risk on playgrounds. They need places for swinging, for sliding and rolling, for climbing and jumping for running, throwing, and kicking, for riding and transporting. For all these active pursuits, they need space, suitable equipment, and adults ‘who supersse wth encouragement and without overcaution and restriction Inaddition tothe physical challenges, outdoor environments for play must also support more con- templative pursuits: making discoveries in the environment by digging, planting, exploring with water and sand, finding a quit spot to sit, or maybe even reading a book. Creative opportunities exit with ‘outdoor art and construction materials, and props for dramatic play—the curriculum simply goes ‘outdoors. Planning the materials and activity areas for outdoor play is essential Part of the planning is providing for safety, so that children may be permitted to play freely. Poor playground design and equipment selection and lack of maintenance contribute to most playground accidents. Adequate pathways and space around equipment are essential to avoid crowding. Appro- priate installation of Bxed equipment and continual monitoring are important adult responsibiliies (Gee Figure 7-21), as is teaching children responsibility for safety (see Figure 7-22). Environments for play are provided when adults: ‘© arrange the classroom to suggest that active play is the main vehicle for learning ‘design the classroom with interest centers arranged to protect play and screen out distractions (a4)106 Section Two ~ Developmental Appropriate Pysical Environments ‘arrange materials to invite active participation + plan area size to facilitate small-group interactive play, as well as spaces for secluded play + provide long time blocks for play + function as facilitators of play plan outdoor play areas and materials as carefully as indoor play areas Environment for Self-Control Figure 7-18 These block boulders have cleacy defined boundaries for their building, Courtesy CPCC Child Care ‘raining Contr Figure 7-19 The number of notepad tthe writing tale limits participation to two ata lime. Courtes Metbodit Home (bid Development Center Preschoolers who are learning to control their own behavior benefit when the environment provides sense of stability, order, and predictably The arrangement of interest centers to convey clear guidelines about the activity expected in each area, places to use materials, and numbers of children in each area provides indirect guidance 10 ‘make appropriate behavior become habitual, As children know what i defined as appropriate behav- for, they are more able to behave in acceptable ways without constant direc instruction or control by adults Other teacher decisions that indirectly influence behavior include: the kind of materials available for use, including materials that are neither too simple nor too dificult; the quantities of materials amalable for use; the predictability and balance of the time schedule; and the presence and availabil- ity of adults. Behind-the-scenes management of such factors can prevent the kind of problems that ‘often lead to classroom conflict: overcrowding, disputes over rights to use materials, distraction, bore- dom, overstimulation and to0 much noise, too litle supervision, and fatigue. Attention tothe physical ‘environment contributes to a postive socal atmosphere. Posters or signs that pictorially remind children of classroom behavior expectations are useful reminders for self-control. The chart on the wall behind the teacher at group time reminds: “We ls- ‘en; we keep our hands to ourselves; we sit on our bottoms.” Other clues for self-control may be added to the classroom. A chld’s name on the carpet helps him find his place for story time in a place the teacher knows he i least distracted, avay from a talkative friend and close tothe teacher. Outlines of ‘two feet on the floor remind child where to stand while waiting his turn to brush teeth, and thus pre- vent crowing and waterplay inthe bathroom. Preschoolers want to behave well, and such clues are helpfal reminders. ‘Within a group situation, the demanding roles of social interaction may be quite exhausting for young children, Adults need to provide private spaces where children can retreat when they feel a it- Ue tired, unhappy, or out of control. A small, quiet, sft area should be available, and its purpose clearly explained to children, so they lear that withdrawal is approved, and may even be necessary as children learn to control ther feelings. Tentlike spaces may be created with arrangements of sheets or blankets, crates and barrels, spaces behind or under furniture. Private spaces do not take much room and are important components of an environment for self-control (see Figure 7-23). Preschoolers are helped in respecting the rules of social interaction as they perceive that they per- sonally are treated with respect. The physical environment conveys respect fr each individual child by recogniaing his or her need for a sense of belonging, Each child needs 2 personal space in the clas room, a place to keep items of personal value such as toy from home, a note a child wrote for Mom, ‘rock found on the playground. Ths space, whether provided by a cubby or a small basket, needs to be labeled and accessible forthe chil, and declared offLimits to everyone els. Respect for individu als is also conveyed bythe presence in the classroom of materials with which children personallyiden- tif: Pictures, books, dos, housekeeping props, and clothing need to represent the ethnic and cultural diversity of the families ofthe classroom, including the various family structes children live in and the neighborhoods and work experiences they recognize. In chapter 11 you will find a more detailed discussion of classroom materials that encourage self-acceptance and development of antibiased att tudes toward differences. ‘An environment for self-control may also offer materials and activities that can be used as outless for the physical release of emotion, Classrooms that have punching bags, pounding boards, tearingChapter 7 ~ Developmentally Appropriate Physical Environments: For Preschoolers 107 comers, closets designated for yelling, or outdoor space for stomping give tangible evidence that i is acceptable to do something physically to express strong feelings. When a child comes to the teacher to say, "1 need to tear some papers to stuf in the pillow case,” t means this child has learned to con- trol impulses to hurt when angry and to divert that strong energy into socially acceptable outlets. Grace Mitchell talks about having “tak-itover” chairs in classrooms: chairs drawn to the side, arranged so knees will touch (and therefore eyes will lok into eyes) as children are encouraged to actively discuss problems and look for mutual solutions (Mitchell, 1982). aftr teaching, modeling, and reminders from adult, children learn to move to their own negotiation when the chairs and at- tude are part ofthe physical environment for self-control Environments for self-control are available when adults + plan physical environments that prevent problems caused by boredom, frustration, cover-crowding, and fatigue + plan physical environments that clearly convey posit expectations for appropriate behavior Figure 7-20 Amat defines play space for someone who ‘© use posters and other visual clues to remind children of appropriate classroom behavior etiooses to play alone. Note Siso the avflly beled ‘provide private spaces for withdrawal ‘cage bins. Comes Avondale ‘+ use classroom materials that demonstrate respect for individual rights and differences bien’ Center ‘offer materials for vigorous use as outlets for expressing emotion ‘+ model opportunities for children to meet for problem solving Schedules for Preschoolers In an environment in which initiative and self-control are important goals and active play isthe dom- inant activity, good schedule gives children large blocks of uninterrupted time and the security of Iknowing what comes next. I is important that schedules not work against these goals. When sched- les function not as predictable sequences, bu as rigid timetables, they intrude and disrupt, ignoring children’ needs Safety Outdoors Outdoor safety includes: * area enclosed by fence and locked gate assurance that al plantings are nonpoisonous a well drained play area protection from sun for hot days soft ground cover under climbing and sliding equipment, at least one-foot deep play equipment that i inspected daily for missing or broken pars, splinters, sharp edges, fist, flaking paint, frayed ropes play area that is inspected daly for trash, sharp debris, animal waste large pieces of equipment anchored firmly in the ground and sturdily constructed railings protect from falls on high equipment (slides and climbers) equipment spaced for safe movement between pieces and adequate supervision swings that are separate from riding or running areas groundskeeping and maintenance chemicals and tools that are locked away from play area equipment that is appropriate and stimulating for children’s developmental abilities (infant, toddler, preschool, schoolage) Figure 7-21 checklist for safety monitoring ofthe outdoor environment. Adapted from Health, Sale, and Nuon for the Young (Chl, Third Eton, Marot, Cross, and Rus, Delmar, 1993. iS 2 4 L108 sseion Two ~ Developmentally Appropriate Phsical Environments Elements of a Good Schedule Figure 7-22 reas where cluldren can swing are clearly separated from riding and running areas, Courtesy Methodist Home Child ‘Dewolopment Center Figure 7-28 A quiet space {san important area in preschool classrooms. {Courtesy Avondale Children's Center How isa schedule for preschoolers judged for developmental appropriateness? Every program must taptits own schedule based on program goals, required sharing of space and facies, length ofthe ‘program day, and stafing paterns. Whatever the variations, certain features willbe found in schedules ‘that meet children's needs ‘A good schedule ie predictable. No matter what event comes firs, second, and third, these events aways follow each other, Children function with confidence when they recognize a patern each day. They do not have to guess what their next action will be. An understood order and rhythm to the day is comforting to children and helpful to adults A good schedule is flexible. at fist glance, tis principle might seem to argue diva with the preceding one. But the evo components can be held simuitaneously by understanding time-blocks (iildebrand, 1994). Rather than a strict bythe-clock system for deciding when an aetvt i over, teachers gauge children’s involvement or eslessness to decide whether to shorten or lengthen atime block. Thinking about blocks of time, rather than specific points on the clock, allows teachers to give children the time needed to get deeply involved in their play, without the interruptions necessary to keep on a strict timetable (see Figure 7-24). ‘On Monday, Felicia’s preschool class seemed unusually activ A number ofthe children looked tired and wandered from activity to activity during free-choice period. She decided to give the signal {or picking up toys alter about 45 minntes, and they then moved tothe carpeted group area. She played some quiet music for them wo move like butterflies for awhile, and then shared two quiet stories. After snack time, they moved outdoors. Felicia added art materials and water play to the playground acti ites. The beautiful spring weather allowed the children to enjoy over an hour of outdoor play. The next day, such complex block building and dramatic play interaction were going on that she extended free ply to about 75 minutes, making group time and outdoor playa litle shorter “Heexible time-blocks also permit special events or adaptation for weather, without disturbing chil- dren's sense of the predictable sequence. Activities Flexibility Arrival and Selection of Child-chosen Shortened when Activities Indoors * Children not involved in play + Field tripsisitors planned for later Lengibened when: * Children are deeply involved in play * Bad weather Teacher-Guided Activities Indoors Shortened when such 2s clean-up, snacks, group time * Chuldren are unusually active ‘More time needed for play in or out Lengthened when: * Special vistors/actiities Issues to he discussed Child-Selected Choices Outdoors Shortened when: ‘© Weather is inclement (gross motor activity indoors is substituted) * Other time blocks have een lengthened Lengthened when: ‘Time is needed to go to particular outdoor environment + Projects on playground bring extra interest Figure 7-24 A sumple preschool schedule showing flexible time-blocks, aFigure 7-25 This group time might ot have deteriorated ito widespread children’ disinterest if it had been scheduled earlier in the ‘morning wien children were ‘not hungry and ted, NationsBank Child Care Center Transitions Chapter 7 ~ Developmentally Appropriate Physical Environments: For Preschoolers 109 Wednesday's group time included a visit from B.'s dad, who plays guitar in a band and enjoys singing with the children. The event extended group time to almost 40 minutes; interest was high. On ‘Thursday Felicia planned a spring walk through the neighborhood to talk to a couple of gardeners. She knew that the walk would take quite « bit of time, so after a song withthe group, se used afew ‘minutes to explain what they would do on their walk and remind the children of safety rules. After 5 minutes they were ready to leave group. A good schedule balances child-initiated time-blocks with those that are feacher-initiated. For children to become truly involved in thei play, they need unbroken peri- ‘ods when they may choose and carry out their plans. Teachers direct children’s activities during the briefer periods when they need children to follow directions, such as cleanup time, or to participate in a teacherinitated group activity, such as meakime or stonjtime, Much of the day in a developmen- tally appropriate program for preschoolers is spent in blocks of child-intiated free-choice activity, indoors and outdoors. A good schedule balances active and passive, and indoor and outdoor, learn- ing experiences. Children need a variety of learning experiences, so alternating active and pas- sive experiences in the schedule prevents excessive fatigue, boredom, and loss of control. Activities that require concentration, such as large-group time, should he scheduled ear in the day before chil dren become too fatigued (see Figure 7-25). Shorter, quieting group stories or music may be sched- uled to help children relax before lunch after a period of aetve outdoor ply. ‘A good schedule provides a reasonable pace for children’s participation. Nothing diminishes self-confidence more than o be rushed through the day. The general feeling of being hurried destroys postive learning environment, and filing the day with times of “hurry up to wait” leads to boredom and social friction. A helpful schedule leaves enough time for children to complete tasks ina satisfying way and allows for individual diferences in ways that avoid empty wait- ing times. For example, children who have already finshed with bathroom routines may gather for fingerplays on the carpet with one of the teachers while waiting forthe esto fnish. The younger the children, the more time they need for selthelp transitions; more time is also needed for children with special needs. A good schedule recognizes developmental differences in attention span. ‘While most two-year-olds can benefit from only very brief large-group experiences and need coastd- erable choice and variety ding free play periods to keep them occupied, preschoolers generaly have longer attention span, Many three-year-olds are able to sustain interest in slf-iniiated activites for 45 minutes or longer, and fours and fives may remain productively involved for longer than that. Group times for three-year-olds, or at the beginning ofthe year, might ast 10-15 minutes, extending to 20 minutes or so for older or more experienced preschoolers. ‘The times inthe schedule that require the most thoughtful adult planning are the transitions, the times ‘when children move from one activity tothe next. To prevent cos, children need adult attention and ‘guidance during these times. Unfortunately, in too many transitions much ofthe adult attention focuses ‘on unpleasant interaction meant to keep children under contro. Its important o recognize that maay ofthese problems are related to developmentally inappropriate practices, such as having children wait for everyone to line up quietly before they walk out tothe playground or trying to control their behav Jor with nothing to occupy their attention. Developmentally appropriate transitions for preschoolers incorporate the following principles: 1. Advance notice yen that change will be forticoming, Interrupting children bruply and arbitrarily from their play suggests the unimportance of that play, and encourages resistance,110 Section Two ~ Developmentally propriate Physical Environments 2. Familiar cues, such as cleanup songs, notes played on a piano, or a particular music tape emphasize the repetition of a familiar patern, encouraging children to notice and behave according to habitual experience. This also ensures geting children’s attention. Clues may be cavironmental, such as darkening the room before nap time. Following consistent routines helps children know what to expect from day to day 3. Understanding of what to do next is improved when teachers are clear and specific in their directions, “Time to put toys back on thei shelves” helps children more than “Time to clean (What? Hands, tables, toys—whae). Adults establish eye contact or touch children to be sure they have their attention, Teachers use names to be sure children realize the instructions ‘are meant for them personally, Teachers also limit the number of instructions given atone time in order to avoid confusion. After most of the toys are picked up, teachers may come back to remind children to use the bathroom before snack, 4. Using an adult to begin the next activity avoids empty waiting time. While one teacher is Figure 7-26 children can encouraging those sil picking up toys and keeping an eye onthe bathroom, another i hv- fale Cass ing a conversation or leading a finger play with those already seated for snack. While one seni Chon’s Cont adult accompanies the children who already have their coats on to the playground, the other assists those who need more help and time with zippers. When the next activity doesnt have to wait until everyone is ready, it provides incentive to children to move on and does not penalize children who are either quicker or slower paced in their abilities. Teachers develop a repertoire of transition songs or games children can enjoy as they prepare to change activities. 5. Chaos is minimized witen everyone doesn't move at once and when they move purposefully Fnecause there is no doubt where they ae going, For example, when group time is over, the teacher sings a song that dismisses three childrer ata time to go to their cots and the books. waiting for them there 6. Giving cbildren classroom responsibilities or opportunities to assist peers provides pur- poseful experiences during transition times, as well as freeing teachers to give encouragement or instruction fo children who need more assistance during transition. Sarah has put her shoes on alter nap and is ready to go outdoors to play. As she waits, she helps Maria and Keisha with thers, (See Figure 7-26.) Figure 7-27 These children ‘Developmentally appropriate preschool schedules incorporate: are holding a “Magic ope" as " they go for a neighborhood + predictability valk. couresy NatonsBank * flexible time-blocks + balance of child (hid Care Genter ited and teacher-directed activity + balance of quiet/passive and indoor/outdoor experiences + reasonable pace of participation + recognition of developmental iferences in attention span ‘Well planned transitions support smooth changes throughout the day by ‘+ clear, simple, personal directions ‘= adults beginning the next activity + chaos minimized by not moving whole groups atone time siving children responsibility during tran F—chapter 7 ~ Developmentally Appropriate Physical Environments: For Preschoolers 111 But What About? ‘The worst time of the day for me is getting the children ready to go out to the playground. My director insists that children walk quietly in straight lines, and it’s agony for all of us to try to get them to wait for the line to be straight and quiet. What do T do? Most likely your director is concerned that the children be safe while walking down the hall. For along time we've confuse or desi for order and control wth a perception tha he only way to ache iti orien to adopt Semimililary procedures of lining up and achieving perfect control under the adults direction. Although itis certainly desirable to Keep children from mad dashes that would likely lad to someone getting hur, there are more developmentally appropriate ways to keep children together, focused on safe behavior and quiet that respects the rights of others in the building, Some teachers who want to avoid the lines thy feel are inappropriate for young, children try more imaginative approaches, capitalizing on preschoolers’ imagination and willingness for group participation. They might + play a quiet follow-the-leader down the hall, rst paiting their head then crouching down, dhen raising their hands inthe ai, then waving first one hand, then the other. By the time they have reached this point, they have likely arrived a the door to the playground, without once having to remind the children to walk, so intent were they on the game, + sugges thatthe children pretend to be a quiet thing, often creating a “mental bridge” from an earlier experience. ‘Mer reading a story about the fist snovll, Deidre suggested they each be a quiet snowflake going down the hall “Careful! Don't let anyone touch you or you'll melt!” Annie suggested her four year-olds look for something red to tell her about when they got ouiside, Having a mental focus helps children maintain their control. «# use a “magic rope" (see Figure 7-27). A rope with a bead fmotted at strategic intorals along the rope helps keep children together, et spaced a bit to avoid crowding, A teacher whose director felt very strongly about “ines” found this to bea less directive way of keeping the children together ‘The other reason some adults insist that preschool children learn to walkin fines is that they will ned this skill or later schooling, This is truly inappropriate, emphasizing “children’s future development as more important than their current well-being” (Goffin, 1989, p. 155). Spending early childhood preparing for future stages of growth ‘ignores the understanding that childhood isa “meaningful time for development in its own right” (Goffin, 1989, 1. 155), A cild who has developed self-confidence through respectful, appropriae responses and expectations is better able to conform to later guidelines than one who has failed o fit adults’ inappropriate expectations and is thus less sel-confident. Things Not Seen in a Developmentally Appropriate Physical Environment for Preschoolers 1. Physical arrangements that suggest direct teacher instruction For play to have the central place in the curriculum of a preschool classroom, physical arrangements must support movement, interaction, and activi, When the physical space and furnishings allow only siting, and when the teacher arranges tables or desks 80 they focus on higher position in the classroom, the physical environment dictates passive learning experi ences for children, . A schedule dominated by teacher lesson time: ‘When the teacher's tak and structured lessons are valued more highly than chld-initiated play experiences, the schedale will reflect onl shor free play periods, both inside and outside. Pay112 Section Two ~ Developmentally Appropriate Physical Environments is used here to “let the children be children” for brief breaks from the “real learning” thatthe teacher directs. 3. Worksheets, ditto sheets, flashcards, and otber abstract materials: ‘The predominance of these materials in a preschool classroom suggests a lack of recognition of preschoolers’ concrete style of learning and thinking. The emphasis on developing partic- ‘ular skills represented by such structured materials reflects a narrow cognitive focus on learn- the classroom, rather than nurturing holistic child development. 4. A time-out chair: The central position of a chair labeled for “time-out” inthe physical environment suggests ‘adult reliance on teacher power and punishing techniques to control behavior. In chapter 11, ‘we will discuss appropriate guidance for preschoolers; at this point we will merely note that it {s inappropriate to include “an unhappy place” in the preschool classroom, Summary Developmentally appropriate physical environments for preschoo!- cers inchide: well-defined separate interest centers for a variety of active play experiences; spaces large enough to encourage soctal interaction, as well as some spaces small enough to encourage solitary or pair play; private space to withdraw to, and personal materials arranged to invite exploration; a decor that reflects chil dren's interests, identity, participation, and planning; an outdoor play area that proves for gross motor challenges as well as space and materials for other choices; a predictable schedule that allows for adjusting to children’s needs and interests; and transitions space to feel sense of belonging; carefully selected, open-ended planned to avoid chaos, confusion, and empty waiting, THINK Asout It LL. Visit a preschool classroom. Consider each of Prescott’s seven components forthe physical environment. List specitis that 3, List the cues you see that would help children know: + where to return toys and where to clean up you find foreach of the components. Mark the places on the «+ hhow to plan ther play Continuum of this classroom for each of the components and + how many children may play in an area then discuss your findings with classmates. ‘where their personal spaces are 2. Sketch the arrangement of interest centers, indicating stor- + how to behave during particular activities 4, Evaluate the schedule for: + flexibility allowed by time-blocks + altemating active and quieter periods ‘+ most of time spent in child-initiated time-blocks . + alteration with teacher-dinected periods . 5. Observe several transitions. Note evidence of: ‘protection of play areas from traffic + siving advance warning + lear pathways and entrances to centers using familiar songs and other cues age space, work areas, other dividers, pahways, and trafic patterns, Indicate the number of play spaces shown in each center. Evaluate the room arrangement for: separation of noisy and quiet areas, clean and messy areas clear messages about where to use and store materials ‘no empty dead space ‘ensuring tha children understand what to do centers large enough for group play and small enough for *+ avoiding empty waiting time pairs and singles * giving children real responsibilty uring transitions Are there obvious ways this arrangement could be improved? Ifso, redesign them on paper. Questions to Review OBJECTIVES 4. Describe what preschool children are like, what they do, and ‘what they need. Identity some of the considerations in creating an environment for initiative. / 3. Identify some of the co ment for pla. 4. Identify some of the considerations in planning an environ- rent for self-control rations in planing an environ-: F ; i Chapter 7 ~ Developmentaly propriate Physical Environment: For Preschoolers: 113, 5. Discuss some of the characteristics of a good schedule for preschool classrooms 6. Describe things teachers can do to create smooth transitions in preschool classrooms. REFERENCES AND SUGGESTIONS FOR READING Caples, $B, (1996, May). Some guidelines for preschool design Young Children, 51(4), 4-21 ‘Crosser, (1992, January). Managing the erly childhood classroom. Young Children, 47(2), 23-2. {Epsten, AS. (1993). Training for quality: Improving early child- hood programs through systematic inservice training. Ypsant, Mi: HighScope Foundation Gofin, SG. (1989, Winter). How well do we respect the children in cour care?” Cbildbood Education, 68-74 Greenman, J. (1988). Caring spaces, learning places: Children's environments that work. Redmond, WA: Exchange Pres, Ie Gonzalt-Mena, J (1997). The cid in the family and the comm nity. Sec. Ed, New York: Macmillan Publishing Co. Harms, , & Clifford, R. (1998). Kary childbood environment rat- {ng scale Revised Eton, New York: Teachers College Press Uildebran, V. (1994). Guiding young cbildren (Sth e.). New York ‘Macmillan Publishing Hohmann, M. (1994, Fall). Participating in group routines —The preschool way. High/Scope Resource, 13(4), 14-15. Humphrey, S. (1989, November). Becoming a better kindergarten teacher: The case of mysel Young Children, 45(1), 16-22, Isenberg, J, & Jalongo, M. (1997). Creative expression and ply in carly cbildbood. (nd ed.) Upper Sade River, N: Merrill Prentice-Hall MeCormick, L & Feeney S, (1995, May). Modifying and expanding cities for cldren with disabilities. Young Children, 50(4), 10-17. ile, K. (1987, AngustSeptember). Room arrangement: Making it ‘work fr you and your kids. Scholastic Pre-K Today, 26-53 Mitchell, G. (1982). A very practical guide to discipline. Chelsea ‘MA Tlshare Publishing Co Moore, GT. (1997, January), Houses and their esoure-ich atiy pockets. Child Care information Bxchange, 113, 15-20. Ostrosky, MM 8 Kaiser, A (1991, Summer). Preschool language cxvironment that promote communication, Teaching Exceptional Chi dren, 6-10. Prescott, E. (1984). The physical setting in day care. In Greenman, J., ‘Pua, RBs. Maing day care better: training evaluation, and ibe ‘process of change. New York: Teachers College Press. Prescot, E. (1994, November). The physical enironment—a power- fal regulator of experince. Child Care Information Exchange, 100, 95, ybexynsli, M. Troy, A. (1995, al) iteray-enrihed play centers: ‘yng them out inthe real word’. bildbood Education, 721), 7-12. Schillmoeller, G. I., & Amundrud, P. The effect of furniture arrange- ‘ment on movement, on-task behavior, and sound in an early childhood sein,” Child and Youth Care Quarry, 161), 5-20. Schreiber, M. E, (1996, May). Lighting alternatives: Considerations for child care centers. Young Children, 51(4), 11-13. Winter, S. M., Bell, M. J., & Dempsey, J. D. (1994, Fall), Creating play cavironment for children with special needs. Childbood Education, 714), 28082,