ERIC ED379102: Physical Environment: Planning a Supportive Environment. Kentucky Preschool Programs Technical Assistance Paper Number 4.

13 Pages·1991·0.4 MB·English

by  ERIC

DOCUMENT RESUME
PS 023 014
ED 379 102
Physical Environment: Planning a Supportive
TITLE
Environment. Kentucky Preschool Programs Technical
Assistance Paper Number 4.
Kentucky State Dept. of Education, Frankfort.
INSTITUTION
PUB DATE
[91]
13p.; For other Technical Assistance Papers, see PS
NOTE
023 011-018. Photos in document may not reproduce
well.
Non-Classroom Use (055)
Guides
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Child Development; *Classroom Design; *Classroom
DESCRIPTORS
Environment; Educational Planning; *Learning Centers
(Classroom); Manipulative Materials; Outdoor
Education; Playground Activities; *Preschool
Children; Preschool Education; Special Needs
Students; Student Needs
*Developmentally Appropriate Programs; Kentucky;
IDENTIFIERS
Playground Design
ABSTRACT
This technical assistance paper examines tha
and its
importance of planning the physical preschool environment
main aspects of the
impact on the child's total development. The two
creating areas
physical environment which are discussed in detail are
outdoor environment.
of interest in the classroom, and planning the
(1) what kind of
Issues explored in creating interest areas are:
(2) how should
materials need to be used to promote learning,
to be
materials be organized, and (3) what safety guidelines need
interest
followed. In addition to providing experiences through
planning for everyday tasks is also
areas, the significance of
extension of the
stressed. The outdoor environment is seen as an
kinds of equipment
classroom, and ways to plan the space and the
of how the physical
needed are considered. Special mention is made
of children
environment can be adapted to promote the integration
six figures that
with special needs. Included in this paper are
learning
(1) suggestions on how to determine the location of
provide:
(3) a
(2) a sample floor plan for children's indoor space;
areas'
of interest
checklist for room arrangement, materials and supplies
(5) a
(4) suggestions for a variety of active learning areas;
areas;
a list of modifications
sample sketch of a playground area; and (6)
children. Contains 7
that can be made to accommodate special needs
(BAC)
additional resources and 10 references.
***********************************************************************
made
Reproductions supplied by EDRS are the best that can be
*
from the original document.
*
***********************************************************************
P5
TECHNICAL ASSISTANCE PAPER
NUMBER 4
KY PRESC'11001, PROG
K.1 N
"IssYNV
IN 1S
Physical Efivironnient:
all%
Planning A Supportive
Environment
01/ARTAIINT OF IOUCATION
CO.* CA (04.4.61.411arCh and Irnerevemenl
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
document has been ,e0,0claCed as
eee.rad (tern hie person 01 ohaah.rabOh
Ohahhahng
0 hhhO, changes have been made 10 .11040we
.0 04141.0. Ovahly
Pooluol VOW 0, 0OFFoo. staled .RIFI.R.CR
men] e0 ROI neCealah1y ,0,aent Whom
OE RI Wed.°. Or avaloCy
"A society which places such
great value on education and
schooling that it requires the
e,1
individual to attend school for
lv
long periods of time must find
the means to make education
attractive and meaningfill for
the
individual
learner"
(Bloom, 1982, p. 17).
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
GoWskeoc.
Children feel more comfortable if tables and diem,
space to work, and materials are appropriate for
their developmental level.
Introduction
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER 'ERIC)
The classroom teacher is the key
to creat-
The environment is a powerful tool for
For exiunple, trill children feel good about
I
ing a developmentally appropriate environ-
teachers 111(11 can serve to support and free
themseltes in the environment?
ment. An early childhood teacher possesses a
them to concentrate on developing positive
Few early childhood educators hen"'
an
day-to-day knowledge of interactions among
relationships with children. Ofien teachers
ideal room or have had a choice in the indoor
!hi/dr-en and is in
a position to influence those
locus on "teaching" rather than fitcilitating
or madeor space made available to them.
interactions in an ongoing way (Kaiswer,
learning in children by overly focusing
on
What one does with the space he or she has
is
1980). Not only is the environmental setting
skills and deficits with the idea that they
what is truly important
are
Carchtl ."lanning
a context for children's behavior and interac-
"getting the children ready for 'next' year".
and management of resOlilit':; can
ensure
The end result is often inattentive, frustrated
tions, it also sets the stage fOr program plan-
maximum benefits for a quality
program.
ning through thoughtful arrangement of
children, and joyless teachers whose
own cre-
Through thoughtful planning, an enriton-
ativity is stifled. As teachers plan the physical
materials and space. By planning and de-
men t can support growing and developing
environn wilt, they must once again review
signing the environment for the child's total
children. Alanysuccessful teat hers havelound
the basic educational goals that are consid-
that by arranging the environment in
development, early childhood teachers have
ered essential and plan the environment
an opportunity to magnify the program's
so
suben virottment s (of ten referred to as areas of
that it embodies these goals and reflects the
interest or looming centers) this support
ntpact.
can
philosophy about how young children learn.
become a re.tlity.
BEST COPY AVAILABLE
Areas of
areas instead of physically moving and re-
Promotes predictable atmosphere.
moving equipment.
Children work best in predictable environ-
InterestVehicles
Organize environment to be least re-
ments. Keeping areas organized with ma-
strictive. A well-organized classiimm is an
terials repeatedly placed in the same loca-
For Learning
essential component to planning a quality
tion is helpful. Organizing the materials for
program. All materials selected should ac-
easy retrieval can help children develop a
Creating areas of interest in the class-
commodate different ages, abilities, and
sense of independence and respect for the
room is a means of organizing space that
interests. A basic premise is that without
environment.
will enable teachers to provide diverse ac-
this accommodation the child will experi-
Storage space for children and staff
tivities for individualization. Interest areas
ence a "restrictive" environment. The goal
persons should be tailored to the program
can be set up in a designated space in the
is to enable all children to interact with an
needs. Low and open shelving is placed by
room, a table, a shelf, a tray, or any place
environment that is conducive to maxi-
the area to be used by the children. Some
where a child can explbre an activity. The
mizing potential. Thus, consider elements
materials that are not used on a daily basis
following is a review of advantages for or-
that will make the room least restrictive.
can he stored away from the areas, while
ganizing the environment in areas of inter-
Promote active learning. Remember,
other materials will have to be safety-locked.
est.
CHILDREN LEARN BY DOING. Provide
Vary the storage designs, for example,
Creates an inviting environment.
materials that can be manipulated and pro-
slanted shelves are good for book displays
Organized areas invite all children into the
mote active learning. Use real objects (real
and water resistant shelving is helpful in
mainstream oflearning in a nonthreatening
plants, animals, spoons).
water play areas.
way. The child actively seeking compan-
Provide variety of materials. A vari-
How the space for learning is desig-
ionship may join a group painting a refrig-
ety of materials should be provided to stimu-
nated will be influenced by the number of
erator box (future spaceship!), while an-
late curiosity and creativity. Select materi-
children in the room, the developmental
other child, rather quiet and w;thdrawn
als that are
needs and interests, the length of day, size
may retreat to a cozy corner to look at the
safe
of space and the availability of extended
school's scrapbook. Children have oppor-
simple in design
classroom space (such as playgrounds or
tunities to develop a sense of control over
durable
hallways). See Figure 1 for additional con-
their environment by making choices.
versatile.
siderations when determining the location
Allows problem solving and decision
of learning areas.
making. Zoning areas of learning provides
Sometimes what adults think is "ador-
opportunities to develop problem-solving
able" has very little contribution to the
Setting Up Areas of Interest
and decision making skills, as well as to
child's growth.
Serious thought should be given in
discover and learn through concrete expe-
Prepare tactile environment. Because
planning the environment, for it extends or
Zoning implies grouping areas
riences.
children are very sensory oriented, they
limits the experiences of children (Read,
acco! Sing to level of noise (e.g., placing the
need richly tactile environments. Environ-
1987). It may be helpful to empty the room
book nook area near the puzzle area, both
ments with soft materials (carpeting, cush-
and pre-think the arrangement using grid
quiet types of activities) or interest and skill
ions, curtains) are good for low-activity
paper to experiment with setting up the
(e.g. situating the block and dramatic play
areas; hard surfaces (tile, asphalt, wood)
near each other can encourage imaginative
play). How will the child use the blocks?
Perhaps the blocks will become a spoon or
a salt and pepper shaker. Children need
time to initiate, to explore.
Fosters competence and indepen-
dence. As a result of these skill-building
experiences, children can develop a greater
sense ofcompetence and independent skills.
Putting the puzzle back in its proper place
on the shelf and the chair under the table
are examples of u, lig and caring for the
equipment that can make a child feel, "1 can
do it.. .1 am helpful."
Individualizes. Staff persons have a
greater opportunity to tailor the program
to the child's needs because of the indi-
vidual and small group involvements.
Opportunities abound to relate to others,
become involved in small group projects,
and grow in being responsible to others in
Labeled shelves encourage independent clean-up. Blockbuilding offers children opportunities for concept
the group.
development of size, space, and matching.
2
3
BEST COPY AVAILABLE
Figure
1
LOCATION OF LEARNING AREAS
A.
to Support Children's Development
PERMANENT FIXTURES will often dictate where an area should be established. Try emptying the classroom and surveying the
location of permanent fixtures such as doors, windows, permanent shelving, water sources, and electrical outlets. Logically place
interest areas near needed resources. For example, electrical outlets are needed in music, science, cooking, with computers pnd often
art. Water access is needed for water table, art, cooking, and science.
TRAFFIC PATTERNS should permit children to work without getting in each other's way and without constant interruption. Teachers
should ideally see all areas without obstruction. Consider movement to and from:
Entrance
Exit
Storage of clothes, personal belongings
Bathrooms
LIGHT SOURCES are known to affect the behavior of children. Study the selected activities and decide which ones need the greatest
sources of light. Examine the natural light. Pleasant views of the outdoors can be calming. Be resourceful... bring the feeling of outdoors
in the room with plants and greenery.
VENTILATION AND HEATING conditions can be scrutinized by getting down at the child's level for a realistic assessment.
FLOORING aspects can influence how sound travels. Carpeting is important for block play and other floor work. Tile is important
when working with liquids (science, art).
NOISE LEVELS need to be examined. Separate the noisy areas from the quieter ones. Satisfactory acoustics increases effective
communication. Draperies and carpet can reduce noise and add beauty.
BOUNDARY MATERIALS such as stable low-screens, tables, tape, and low shelving are excellent sources for defining the space.
Shelves are neat and uncluttered so that children can easily select and return materials.
COLOR
1 powerful visual cue. Some basic color principles to consider:
Neutral colors (white, cream, gray) make good backgrounds.
Warm colors (red, orange, yellow) can be stimulating and may be more appropriate where high activity and interaction is
encouraged.
Cool colors (green, blue) tend to calm and are appropriate for quiet areas for concentrating, resting, and reading.
Use bright colors selectively.
LOCKER SPACES are ideally placed where children enter the room and placed low so children can use them independently and
develop self-help skills. Clearly print names in capital and small letters. Individual spaces for storage (shoe boxes, dish tubs or baskets)
and coat hooks are provided for each child's personal belongingstheir completed projects and prized possessions. Symbols can be
helpful. For example, children's photographs can give the children a greater sense of belonging.
NUMBER OF STAFF, both permanent and volunteer, will influence what areas and materials can be made available to children.
During transition times or arrival and departure, some areas may need to be "off limits" or "closed".
lines are included in the following brief
door areas of play are
safety checklist:
encourage louder, active participation.
well- supervised.
Matching the activities to the environment
9. Emergency numbers
No
and vice versa appropriately helps with Yes
are conspicuously lo-
1. Dangerous and toxic
managing the space over-all (Jorde, 1982).
strategic
cated
in
items are removed.
Establish an orderly classroom. Ac-
places.
2. All fire, sa:litation
tivity areas should be neatly and simply
10. Practice drills are ex-
and safety regulations
Label materials, drawers, and
displayed.
ecuted for tires and
are complied with.
shelves with a sample of the object on a
tornadoes.
3. W indows are secu re.
container, photograph, symbol or outline
4. Electrical outlets
of contents. Color-coding can be helpful.
Figure 2, a floor plan for children's
;
capped.
Keep displays and pictures attractively ar-
indoor space illustrates some of the prin-
5. Floors free from
ranged at child height. Include children's
ciples previously discussed. The plans ale
heavy polish or splin-
art work for decoration. Work at de-clut-
intended for illustration purposes only, not
ters.
tering the room.
as ideal arrangements.
6. Equipment and toys
check Safety Features. The rooms
Areas of interest Lommonlv used in-
are checked for safety
should be large enough to provide suffi-
doors are unit blocks, a space for creative
features.
cient space for all who participate with safety
art and self-expressive experiences, one or
7. All poisonous plants
foremost in planning. First-aid kits should
more spaces for dramatic play and role-
are removed from the
be in all classrooms. Other safety guide-
playing such as a housekeeping areai quiet
classroom.
area where children can be read to and look
8. All indoor and out-
at hooks, and an area for manipulatives and
3
4
BEST COPY AVAILA3LE
that can provide experiences in skill devel-
activity-exploration experiences to take
areas and unfold in naturalistic, incidental
opment and enjoyment.
place. Also, many of the areas may serve
occurrences.
dual purposes during the day: the carpeted
There is another aspect of the envi-
-Washing tables
block area, for instance, readily converts to
ronment that warrants comment. The over-
-Watering plants
a comfortable group time spot for conver-
all general feelingthat a child and the child's
-Fertilizing plants (using mortar and
sation, storytelling, and fingerplays
family has as first impression of the room
pestle, child crushes egg shells and
(Hendrick, 1980).
should be one of warmth. Closely examine
sprinkles shells on top of soil)
Figure 3 has a sample checklist that
the entrance. Is it a bright, welcoming area
-Arranging flowers
can be used informally to survey the room
that says "This is a nice place to be! "? Main-
-Cleaning the aquarium, rabbit cage
arrangement, selection of materials, and
taining the environment, keeping it clean
-Feeding and cleaning animals
equipment. Once a decision has been made
and orderly conveys to the children that
-Mixing paint
where everything should go, then it is time
there is respect for the environment and a
-Washing paintbrushes and easel
to sit back and OBSERVE the results as
sense of caring.
-Sweeping
children and staff work together. Listen to
-Dusting
children's ideas and suggestionsthe re-
Everyday Tasks
-Arranging setting for snack
sults can be interesting.
-Making homemade paste, playdough
The areas described in Figure 3 are
In addition to providing these kinds
Disassembling bulletin boards and
of experiences through areas of interest,
considered a basic foundation for the young
helping to put up new ones
child making the transition from home to
teachers must remember that children take
great pleasure in everyday tasks. Montessori
school. New centers can be added in keep-
Remember, it is the process, not the
was one of the first educators to point out
ing with the program's goals and philoso-
product that needs to be emphasized.
this pleasure and to devise areas of learning
phy. Note in Figure 4 the variety of other
"Work" should not be overly emphasized
in practical life (Montessori, 1965).
possible areas that could be added to or
or minimize the significance of play, but
Preprimary children are not too young to
incorporated in the existing areas.
The
should be seen as an additional valuable
develop a wholesome conviction that
areas are divided to give the teacher a wide
vehicle for learning.
"work" can be meaningful, rewarding, and
scope of program offerings; however, learn-
satisfying. The following list constitutes
ing for a child is not compartmentalized.
some of the many practical experiences
Concept and skill development overlap in
Notice the smock used to protect the clothing and the proper table height which enables a
relaxed fingerpattinikg experience.
is many. preschool environments, computers have taken then
place alongside art materials, blocks and storybooks as it pos-
sible creative cxp Tiencc.
BEST COPY AVAILABLE
4
5
Figure 2
IIIIMPIMMINI1171M
.12111MINAINO.
PLAYGROUND
EXIT
STORAGE
SHELVES
w
DRESS
MIRROR
CLOTHES
0
BLOCK
AREA
p
1w
DRAMATIC PLAY AREA L
I°a
STEPS
BALANCE
11
BEAM
ART AREA
AREA RUG
TABLE
w
TABLE
w
U)
TEACHER STORAGE
.1
DISCOVERY AREA
AREA
SHELVES
I
CHILD-SIZE
CUBBY
/
ROCKER
HOLES
TABLE
ADULT ROCKING
it
CHAIR
BOOK
MANIPULATIVE
NOOK
I---
AREA
SHELVES
NS TTT
CUSHI
[
SHELVES 1
ENTRANCE
Room Arrangement
Sample
6
5
Figure 3
CHECKLIST FOR ROOM ARRANGEMENT,
MATERIALS AND SUPPLIES OF INTEREST
AREAS*
Most classrooms do not have or need all of the
areas listed below. The list is to be used as a springboard for ideas
and to spark possibilities
within your own classroom. For the rationale for
selecting various materials, see curriculum guides.
For further guidelines on developing
curricula, consult Technical Assistance Paper No. 3,
"Program Planning".
ART AREA includes:
Materials for fastening things together (paste, glue,
tape, staple).
Varying sizes, textures, colors of paper (newsprint,
newspaper, wallpaper samples, magazines, construction
paper, cardboard,
sandpaper, wrapping, and computer paper).
Three-dimensional materials (pottery clay, playdough,
fingerpainting paper, objects and tools to make impressions
such as plastic
knives, cookie cutters, and brayers).
Scraps for collages (cloth, ribbon, buttons, glitter,
yarn, wood)
Painting tools (free-standing
or wall easel, paint rollers, flat-bristle and round brushes of
varying sizes. tempera paint, finger paint,
shaving cream, watercolors).
Drawing tools (large quality crayons, colored and
white chalk, charcoal, fat pencilslead and colored,
water-based markers).
Materials for weaving, stitchery (ribbon, yarn, looms,
buttons, embroidery hoops, fabricsburlap,
canvas. lace, felt).
Printing tools (stamp pads, thread spools, potato mashers,
rolling pins, cookie cutters, marbles).
Cutting tools (training scissors, loop-handled scissors,
right and left-handed scissors).
Construction tools (boxes, wood scraps, rubber ff.:nent,
wood glue).
Supplemental kitchen materials (toothpicks. string,
paper towels. macaroni. wax paper and foil, flour, salt. cornstarch.
liquid
starch. food coloring).
Supplemental natural material (acorns. feathers, pine
cones, seeds. rocks).
Storage materials (containers with lids, boxes for storage,
drying rack. space allotted for storing materials
in progress. system
for storing smocks, old shirts or aprons).
Usable space that will allow for easy selection and
return by children with minimal adult direction.
Work surfaces (tabletops, floors, easels, trays, walls and
sidewalks outdoors!).
Clean-up materials (buckets. sponges. broom, towels.
smocks).
BLOCK AREA includes:
Table blocks such as cube blocks, Legos. Lincoln Logs.
Solid wooden unit blocks (unit, double unit, quadruple unit,
ramps, curves.).
Hollow blocks.
Homemade blocks, such as milk c-Irton blocks.
Materials/props for pretending (small vehicles, rubber
or plastic zoo and farm animals, people and signs).
Props as interest, occasion. or theme suggests.
Carpeted area to cushion noise.
Space for children to create without being disturbed.
Consider traffic flow! Situating the block center
near the dramatic/house
play area can enhance imaginative playand both
are in the active, noisy range.
Shelves for easy storage (beware of storage bins that invite
throwing and destroying blocks which can promote
a -free-for-all-
clean-up).
DRAMATIC PLAY/HOUSE AREA includes:
Appropriate child-sized sturdy furniture (table, chairs, rocking
chair, doll bed).
Kitchen furniture (sink, stove, refrigerator).
Kitchen equipment (broom, mop, dust pan, dish
pan, dishes, silverware. cooking utensils for pouring. sorting, filling.
manipulating; artificial food).
Dress-up clothes (shoes, hats, coats, ties, dresses, other
men and women's clothing).
Full-length, nonbreakable mirror.. .perhaps the most important
piece of equipment.
Accessories (suitcase, briefcase, wallet, purse, jewelry, clocks,
two (2) telephones).
Additional undefined space that promotes role playing (i.e.,
props for shoe store shop. beauty shop, playing fire station).
6
7
Figure 3 Continued. Checklist For Room Arrangement, Materials
and Supplies Of Interest Areas *
BOOKNOOK/OUIET AREA includes:
Comfortable seating arrangement (perhaps a mattress
on floor, pillows or floor cushions, rocking chair); some children
prefer
to look at books at a table.
Assortment of books stored in forward-facing rack
or low shelves. Books should be multi-ethnic and non-sexist;
arrange
attractively and change periodically.
Flannelboard and flannel story characters.
Puppets.
Tape recorder for children to tape themselves "reading".
Filmstrips, quiet toys and manipulatives can be added to this
area.
DISCOVERY AREA includes:
BIOLOGICAL SCIENCE
Child-friendly creatures (such as tadpoles, fish, caterpillars,
ants, earthworms, rabbits).
Appropriate housing materials for creatures (large aquarium,
cages, bird-feeding station).
Sturdy, easily cared for plants (various kinds of soil, pots,
seeds, water cans; carrot, pineapple, and sweet potato
toppings).
PHYSICAL SCIENCE
Thermometers (outdoor, indoor).
Pulleys, levers, inclined planes and simple machines.
Sand/Water table or tubs (located near water sourcegreat if mobile
for outdoor use).
Sand/Water tools and accessories for filling, emptying, scooping,
and measuring (cups, bowls, spoons, scoops, sieves, colander.
tubes, funnels, ladle, shovels, rakes, whisk broom, siphons,
water wheels, egg beaters, eyedroppers, corks,
sponges. towels.
small trucks. and cars).
Additional materials for sensory variety (sawdust, beans, etc.).
Accessories for exploration (hand and tripod magnifying glasses. flash-lights,
magnets. objects that float/sink. multisensory
objects for smelling, tasting. hearing, touching and seeing;
compass: color paddles, scales, objects for classifying shells. rocks.
etc.).
Space allotted for washable floor surface.
SOCIAL SCIENCE
Maps. globes.
Pictures, magazines. resource children's encyclopedias, appropriate
picture books.
Family, school scrapbooks.
Paper doll or puppet community helpers.
CONCEPT/MATHEMATICAL UNDERSTANDINGS
Unstructured materials to be used in a variety of ways (weighing,
classifying. counting. and matching. objects such
as blocks.
beads, poker chips, buttons, straws, clothespins, teddy bear
counters).
Measuring devices (spoons, cups, pint, quart; thermometers, clocks,
tape measure: ruler, yardstick, scales).
Manipulatives such as stringing beads, skill frames (zipping, buttoning.
fastening).
Pegboard and pegs, geoboards, puzzles (wooden, rubber,
cardboardknobbed. knobless) dominoes, Legos, cuisenaire rods,
lotto games, nesting boxes, parquetry, interlocking toys.
Variety of teacher-made and commercial manipulatives that
are open- ended with multi-uses and develop:
spatial relationships
problem-solving skills
fine motor and eye hand coordination
concept understanding in number, one-to-one
correspondence balance, shape. color.
MUSIC AREA includes:
Record player and/or tape player with earphones.
Variety of labeled records and tapes.
Teacher-made and commercial musical instruments (triangle, bells,
drums, sandblocks, tambourines, autoharp).
Movement and dance accessories (scarves, paper plates,
crepe paper attached to tongue depressors).
Large space for creative movement.
'Adapted from Day, 8. (1983). 5arly childhood L'Itication. New York:
Macmillian.
a
Figure 4
EXPANDING ACTIVE LEARNING AREA
occasional cooking experience The cooking
COOKING AREA may rarely be a permanent interrest area in public schools: however. most programs are able to provide an
area includes.
Hot plate. skillet
Popcorn popper.
Utensils (spatula. spoons. tongs paring knife, silverware).
Measuring cups and spoons.
Mixing bowls.
Saucepans.
Baking pans (muffin tins. cookie sheets. cake pans)
Recipes illustrated for young children
WRITING /LISTENING AREA includes.
cards computer printout paper).
Writing paper (unlined and lined paper construction paper. stationery. index
Writing tools (large pencils. crayons, colored pencils. chalk and chalkboard)
letters. sandpaper letters)
Printing tools (letter and design stencils. alphabet-letter stamps and pad. magnetic
Typewriter.
Additional tools (stapler. paper clips. scissors. tape. pencil sharpener).
stories. picture books
Big books. flannelboards. puppets. picture-card stories. teacher- made movie
LARGE MUSCLE ACTIVITIES AREA includes
Balance beams, walking boards
Balloons to catch.
Balls (nylon. sponge. rubber)
Bean bags.
Boxes (to jump off of. climb through)
Bubbles.
Climbing gyms or ladder box
Ladders
Mattresses (innerspring)
Pedal toys
Sawhorses.
Slide
Tumbling mats
Tunnels/barrels to crawl through (fabric. plastic. cardboard)
Days 01 inclement v:eatner will increase the need It ha..'e indoor
Movement opportunities need to be provided indoors as well as outdoors
opportunities.
CONSTRUCTION/WOODWORKING AREA includes:
Sturdy surface (workbench or table). child size for two children
7 to 10 oz. claw hammers (one per child)
Assorted sizes of screwdrivers.
Crosscut and coping saws (16 inch)
-C--clamps vises planes
Other basic tools: 6 pliers. brace and bits. hand drill and several bits
grades of sandpaper.
Assorted sizes and types of nails. hooks and screws. washers. bolts. varying
Measuring tools. ruler. tape. yardstick.
Variety of wood types. sizes and shapes (soft pine. plywood).
Accessory wood supply: popsicle sticks, toothpicks. tongue depressors.
wallpaper scraps bottle caps small ,tieels
Supplemental materials to enhance creative construction' heavy cardboard. construction paper
bands. pipe cleaners.
string. rope. wood glue, paint brushes. hole puncher. rubber
is necessary
Safety tools. goggles/safety glasses. work gloves. Adult supervision
Storage area that makes access easy for children.
Safety limits to protect children.
COMPUTER AREA includes
printer. if possible.
One computer witn internal memory. a disk drive. color monitor. and
closely...does it allow for discovery? problem-solving?)
Appropriate open-ended software program (examine programs
comfortable elbow height of children
Table that permits monitors to be at children's level and keyboards at
pattern).
Safety features examined (such as wires and cords out of traffic
the needs of the child? Can the concept in question best be learned
. what are
goals
'Evaluate computer strength and drawbacks periodically in relationship to your
make adjustments when necessary
in a different way? Weigh values of ail the various areas and
0
EI
Outdoor
The supervision offered?
Children who are born with, or acquire
Does the area encourage children's
disabilities often face greater challenges in
Environment
creative thinking and involvement or
maximizing their potential than other chil-
does the area simply invite children to
dren. To maximize the use of the outdoor
watch how something operates?
The outdoor environment is an ex-
space as a tool for learning, children with
Is the outdoor experience teacher-or
tension of the classroom. The same kinds
special needs must have equal access to
child-centered?
of learning that occur indoors can also take
those facilities which promote the develop-
Can children make choices to play
place outdoors. Outdoor space allows chil-
ment of the whole child. The universal
dren to breathe fresh air and stretch their
alone or in groups, or to play actively
playground, a concept designed by the Ca-
or quietly?
muscles.
. .opportunities abound for dis-
nadian Ministry of Education, provides
Is the space promoting the develop-
covery, exploration, and sheer fun. Think
equipment and materials for the full spec-
ment of large muscles and gross mo-
about what children may enjoy doing out-
trum of developmental abilities, benefits all
tor skills?
doors. Digging, running, climbing, jump-
children, and works to the advantage of
Is the area located near bathroom fa-
ing, crawling, pouring, spraying, garden-
children with special needs (Schleifer, I 991
).
cilities for that "rapid entry"?
ing, riding, and playing with pets is a partial
list of interests. The outdoors can extend an
invitation to all children regardless of their
Safety feature consideration is critical
when makingselections for equipment. For
size, physical ability, or interests.
more comprehensive safety guidelines,
A Final Note
Creating developmentally appropri-
teachers should review the Handbook for
ate outdoor space can be an exciting, cre-
Public Playground Safety from the Con-
ative venture or...a frustrating one. Many
Most regular early childhood equip-
sumer Product Safety Commission (see
schools are limited in the available outdoor
ment and materials are suitable for children
RESOURCES ).
space and funds for playground areas. Con-
being integrated into the classroom. How-
sider the following questions in examining
ever, occasionally, children with special
specific restraints in the classroom:
needs will need additional equipment and
Outdoor Equipment and Materials
Can scheduling playground use at dif-
1.
materials required for their safety and
ferent intervals of the day, taking
therapy. These can be chosen with support
When planning the outdoor area,
smaller groups of children at one time
staffwhen individual Education Plans (I FP )
many of the same considerations for in-
be an alternative?
are developed.
Refer to Figure t.
for a
doors will apply to this plan (traffic flow,
Is there alternative space by use of
2.
sample of accommodations that can be
teacher-child ratio, amount of space,
adjacent parks, gyms, or other pos-
made.
boundazies, etc. ).
sible play areas?
Evaluate the space and
In general, the physical environment
is a list of basic
Can indoor centers he taken to the
can be adapted and designed to promote
outdoor equipment and materials:
outdoors? Many art projects and cre-
the integration olchildren with special needs
ative experiences are easier to under-
bv:
Climbing structure ( may include slid
take outside and can he fun in a differ-
ing apparatus, tunnels, ramps, logs,
ent setting.
Keeping safety the primar\ concern:
tire structures )
Have a variety of experiences been
1.
-I.
2.
Providing mutt i-activitv c-enters which
Wheeled toys ( tricycles, scooters, wag-
provided outdoors, such as waterplay,
permit varlet \, and:
ons, wheelbarrows )
bubble blowing, science projects, eat-
latching the child's developmental
Sandbox with cover ( pails, silo% els,
ing snacks, excursions, field trips, and
needs, abilities and interests with the
sieves)
obstacle courses?
environment.
Pats:king boxes I large and small
Swings ( knotted-ropes, tires)
Room arra ngen), nt, materials and
Balls ( varying sizes)
Planning Outdoor Space
equipment, stall and concepts to be learned
Retreat area ( blanket, books, music
will all influence the organization of the
If space is premium, consider expand
As with planning the indoor arrange-
physical environment for voum.; children
irg with:
ment, begin the outdoor design by examin-
( Hamilton, et al., 199(1). All voung children
- woodworking area
ing the goals for children.
Analyze the
need a nurturing environment.
pet area
objectives for socio-emotional growth, cog-
garden area
nitive development, and physical growth.
Listed below are sample questions to guide
See Figure 5 for a sample sketch of a
thinking when planning the outdoor space:
playground area. Some modifications are
necessary depending on the abilities of chil-
Is the playground area safe? The ar-
dren with soccial needs in the program
rangement and quality of equipment?
BEST COPY AVAILABI_E
9
10