Classroom Design Layout- Maggie Lamm
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School
Liberty University *
*We aren’t endorsed by this school
Course
670
Subject
Arts Humanities
Date
Dec 6, 2023
Type
pptx
Pages
12
Uploaded by magslamm
Classroom Design
Project
Maggie Lamm
EDEC 670
Areas included:
•
Literacy/ Circle Time
•
Science/Discovery Center
•
Dramatic Play
•
Block Center
•
Quiet Area
•
Art
•
Storage/ Bathroom/ Sinks
•
Sensory
•
Fine Motor
•
Math
•
Lunch/ Snack Time
•
Computers
•
Outside Play Area
•
Rest Area
Preschool Classroom Floorplan
I believe…
I believe in the importance
of play in the preschool
classroom.
“Play, first, as a demonstration
of what children know, and
second, a demonstration of what
they are currently thinking
about. Through play, children
actively construct new
knowledge about objects,
people, and events by
integrating new experiences with
what they already know” (Lifter
•
Play is a very important part of a child development.
•
It helps facilitate language development, self-
regulation, attention, creativity, problem solving, and
social/emotional skills.
•
The dramatic play area allows the children to use their
imagination when playing with each other.
•
The art center allows children to express themselves
through the art that they are creating.
•
The blocks and science centers allow children to explore
and build problem solving skills.
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I
believe…
I believe relationships with
students and their families
are key in building cultural
competence in early
childhood education.
•
Having a classroom that is accepting and
welcoming to all children from different cultures
and backgrounds is so important.
•
The literacy/ circle time area can play a role in
facilitating that acceptance from students.
Teachers can have the students come together to
listen to stories about different cultures and have
discussions about what they have learned.
•
The Fine motor area can be a place where
students go to write about what they have learned
and express their feelings.
•
Dramatic play can help aid students in
understanding that not all cultures look the same.
“To provide the best
education for all children,
teachers need to become
culturally competent”
(Bredekamp, 2019, p. 204).
I Believe…
I believe every child
deserves to have a
teacher that will be
their biggest advocate.
•
This can occur all
throughout the classroom.
•
Regardless of their
disabilities they deserve to
learn the same as their
peers and with their peers.
•
Advocating for them in the
school setting is essential in
them making progress and
reaching their full potential.
“I have said, Ye are gods; and all of you
are children of the most High.”
Psalm 82:6
I Believe…
I believe a teacher should be
intentional with teaching and
purposeful planning.
•
Being an intentional teacher means
focusing on what the children need in
order to learn best and have best
possible outcome.
•
The art center can be a place where the
teacher expands on a lesson and allows
the children to produce work that is
related to what they are learning in the
classroom.
•
The dramatic play area is also a place
where the teacher can incorporate the
theme and allow the children to get a
better understanding of what they are
learning
•
The literacy/ circle time area is where the
students can gather to read and talk
about what they are learning and open
conversations and lessons.
“The teacher’s role is to support
children through their inquiry. Teachers
help children become responsible for
their work, guide them to document
and report their findings, and provide
opportunities for choice” (Alfonso,
2017)
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I Believe…
I believe that making sure your
classroom is a place that is inclusive
to all your students, regardless of
where they are developmentally.
•
The classroom should be a place where
students feel comfortable being
themselves and have a sense of
belonging.
•
When teachers have students that have
disabilities in their classroom, they
should make sure they have equipment
and accommodations in place, so their
students feel most comfortable.
•
The quiet area can be a place where
students who are over stimulated to go
and calm down and relax. Dramatic play
can be a place where students can
express how they are feeling.
“Inclusive systems provide a better-quality education for all
children and are instrumental in changing discriminatory attitudes.
Schools provide the context for a child’s first relationship with the
world outside their families, enabling the development of social
relationships and interactions. Respect and understanding grow
when students of diverse abilities and backgrounds play, socialize,
and learn together” (
The Power of Letting Children Learn Together
,
2019).
Areas in Classroom
Reason for
Location
Area of Importance
Other Details not
Observed
Block Center
I placed to block center in the back
of the room because it can be a
loud center. I also made sure it was
a large area.
“The block center proved to be a
place where children can apply
critical thinking—a desired
outcome of STEM and English
language arts standards”
(Christenson & James, 2015).
Depending on the theme, other
manipulatives can be added to the
block center. Also
Dramatic Play
This center is in close proximity to
the block area because both are
considered louder areas.
“The dramatic play center provides
opportunities for children to be
creative, interact socially,
understand complex economic and
social relationships, and practice
oral skills” (Kostelnik et al., 2013,
p. 288).
This area will be ever changing.
Depending on the theme for the
week the materials will reflect what
we are learning in the classroom.
Everything should be child sized
and developmentally appropriate.
Science/
Discovery
The science/ discovery area is in
the back next to the computers so
that the children can use the
computers while investigating
materials.
“Young children are especially
intrigued by objects that have
various textures, scents, and
sounds that they can handle and
explore” (Kostelnik et al., 2013, p.
289).
Different environmental objects
and books will be available for the
children to explore.
Sensory
The sensory area is located next to
the sink so that the students can
clean up when they are done
exploring.
“Children can learn about the flow
of liquids, volume, measurement,
comparison, observation, and
evaluation. They develop hand-eye
coordination during pouring,
scooping, scrubbing, grasping, and
squeezing activities” (Kostelnik et
al., 2013, p. 290).
Water and sand table that can be
changed with different materials for
hands on exploration.
Areas in Classroom
Reason for Location
Area of Importance
Other Details not
Observed
Literacy/
Circle Time
The literacy/ circle time share the
same area because it is where the
books for the children to read will be
located. It is also located next to the
quiet area incase they want to move
to be more comfortable.
“The literacy area supports
children's’ emerging language skills
and abilities in speaking, listening,
viewing, reading, and writing”
(Kostelnik et al., 2013, p. 289).
Books will be available for the
children to read that are related to
the theme or lesson for that week.
Bathroom/ Sinks
Bathrooms and sinks are easily
accessed by the students and
located away from other areas for
privacy.
Bathroom time can help with ADL
goal and awareness. It can also be a
place where children learn about self
care.
Children can go to the bathroom and
wash their hands whenever needed.
Outside Play Area
The outside play area is just down
the hallway from the classroom and
is fenced in for the student's safety.
“Young children benefit from periods
of vigerous, self-directed physical
activity throughout the day”
(Kostelnik et al., 2013, p. 290).
Outdoor play area is a place that has
a playground set with swings, slides,
stairs to climb, and a field where
they can run around or play with
balls.
Rest Area
There are two areas where the
children can lay down to relax. The
quiet area and the literacy area.
“This area meets children’s needs in
all domains. It meets children’s
emotional needs for safety and
comfort” (Petersen & Wittmer,
2013).
Sleeping mats will be provided as
well as blankets so the children can
rest or relax. Soft music will play
during this time.
Lunch/ Snack Area
The lunch/ snack area is located next
to the sink so that the students can
clean up after they are done working.
This is an opportunity for the
students to learn more about healthy
eating habits and explore different
types of foods.
Children are able to come and sit
while they eat their snacks/lunch.
They can also wash hands and clean
up.
Storage
The storage area is against the wall
in a cabinet that the children are not
able to access. It is in the back of the
classroom.
This is an area that only teachers
should utilize. Materials and supplies
can be labeled by when they are
used throughout the year. Broken up
into themes or months.
An area for the teacher to store all
extra supplies and materials.
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Areas in
Classroom
Reason for
Location
Area of Importance
Other Details not
Observed
Art
The Art area is located near the
sink and sensory table. This is so
that the students don’t have to
worry about making a mess and
can clean up easily.
Children are able to learn how to
express themselves through art. It
allows them to explore using
different art materials and make
things that can express themselves.
Children will have materials where they
can design and create artwork. This is also
a place where the teacher will display
artwork the children have made.
Math
The math area is located at the
fine motor tables so that the
children can sit while playing with
their manipulatives.
”By intentionally providing an array
of artistic materials, then offering
children the time and space to
engage freely with them, teachers
convey that there are many
possibilities, that they view children
as competent and capable of
exploring and creating, and that
they value children’s ideas and
expressions” (Fernando-Smith,
2023, p.311).
Different manipulatives will be provided
for hands-on learning. Counting and
sorting bears, shapes, color objects, etc.
Writing/ Listening Area
This area is located at the fine
motor table as well. The children
will be able to sit comfortably at
the tables.
The center allows children to learn
more about letters and what they
do. They can also learn how to
express themselves through written
language.
Materials will be provided for the children
to express themselves through writing.
Paper, pencils, markers, notebooks, etc.
Headphones will be provided for those
students that are listening to music or
books.
Computers
The computers and tablets are
located next to the science area so
that they students can use them
while they explore. It is also next
to the literacy area so that they
can look up different books they
may want to read.
Learning the basic technology skills
is so important at this age.
Especially because technology has
become such a huge part of the
classroom in recent years.
(Kostelnik et al., 2013, p. 310).
Tablets as well as computers will be
available for students to utilize for
educational purposes.
References
Alfonso, S. (2017).
Implementing the Project Approach in an Inclusive Classroom: A
. NAEYC.
https://www.naeyc.org/resources/pubs/yc/mar2017/project-approach-inclusive-classroom
Bredekamp, S. (2016).
Revel for Effective Practices in Early Childhood Education: Building a Foundation with Loose-
Leaf Version
. Pearson.
Christenson, L. & James, J. (2015).
Building Bridges to Understanding in the Pre-K Block Center: A
. NAEYC.
https://www.naeyc.org/resources/pubs/yc/mar2015/preschool-block-center
Fernado-Smith, L. (2023).
What Will We Make? Using Process Art to Spark Preschoolers’
. (n.d.). NAEYC.
https://www.naeyc.org/resources/pubs/tyc/winter2023/what-will-we-make
References
continued
Kaplan Early Learning Company. (n.d.).
FloorPlanner v.2
. https://www.kaplanco.com/resources/floorplanner.asp
Kostelnik, M. J., Soderman, A., Rupiper, M., & Whiren, A. (2013).
Developmentally Appropriate Curriculum in Action
.
Lifter, K. , Foster-Sanda, S. , Arzamarski, C. , Briesch, J. & McClure, E. (2011). Overview of Play.
Infants & Young
Children, 24
(3), 225-245. doi: 10.1097/IYC.0b013e31821e995c.
Petersen, S. H., & Wittmer, D. S. (2013).
Endless Opportunities for Infant and Toddler Curriculum: A Relationship-based Approach
.
Psalm 82:6 (KJV)
. (n.d.). Bible Gateway. https://www.biblegateway.com/passage/?search=Psalm%2082%3A6&version=KJV
Snider, K. (2017).
projectapproachkc - Three Phases
. (n.d.). https://www.projectapproachkc.org/projectapproachkc/the-project-
approach/three-phases
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