The Ideal Place to Play Classroom Assignment
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Major Assignment 2- The Ideal Place to Play- Our Classroom- Group 1
By Meagan Brown, Gabriella Orellana, Denneil Johnston, & Isabella Franco Rodriguez
Model and Description by Meagan Brown
Classroom Description (Left to Right):
Farthest Left Area of the Classroom-
The Dramatic Play Center: In this area (Top to Bottom, Left to Right), there is a kitchen area at the top of the room which includes a toy fridge, a toy stove and sink (with a window behind), a toy highchair, a kitchen island and two stools, a storage area for toys against the left wall, and a toy market stand against the right wall. There is a bedroom area at the bottom of the room which includes a storage closet area for costumes against the left wall, a toy bed, a toy bassinet, and a mirror. Inner Left Area of the Classroom-
The Science, Exploration, and Discovery Center: In this area (Top to Bottom, Left to Right), there are two sensory tables (for water, dirt, or sand) against the top wall (with a window behind and a rug below). There is an additional two different sensory
tables at the lower end of the room and a storage container for science tools to the right. Middle and Main Area of the Classroom-
Top Area to the Left-
The Literacy, Reading, and Writing Center: In this area (Top to Bottom, Left to Right), there is a large couch at the top left area with a window behind. There is a blackboard, dry-erase, chalkboard combo in the middle of the wall for instruction. Against the upper left wall, there is a bookshelf for books. There is a single seat in the middle of the seating arrangement for the teacher or reader. There is a smaller couch below this, as well as two chairs to the right, one smaller and one larger. Top Area to the Right-
The Music and Movement Center: In this area (Top to Bottom, Left to Right), there is a large sectional couch against the upper left wall that can be disassembled to create three separate pieces if needed (small couch, corner-seat chair, and small chair). There is a bookcase next to the couch as well as a storage stand in front of it-
both for music materials such as individual listening devices like CD players, CDs, and music/dance magazines. There is a rug underneath. Middle Area of the room- There is an activity table, as well as a circular table and a square table with four chairs at each for student to sit at and do activities and assignments. Bottom Area of the room- Against the left side of the bottom wall, there is a mirror on the wall and small, short storage cubbies along the floor for students to store classroom materials. Against the lowest left wall, there are large, tall storage cubbies for students to hang their bags and store any of their belongings. Against the right side of the bottom wall, there is a coat hanger with hooks for students to hang their coats and at the lowest area of the wall, there is a storage bench with cubbies underneath for students to store extra items in the bench and for students to leave their shoes in the cubbies. Inner Right Area of the Classroom-
Art Center: In this area (Top to Bottom, Left to Right), there are two painting easels at the top, upper area of the room (with a window behind) and two drawing easels. At the bottom half of the room, there is a three-sided painting/drawing easel, two storage containers for art supplies to the right, two dry hanging storage centers to hang paintings to dry and a mirror against the lowest wall with clips to hang drawing and other artwork.
Farthest Right Area of the Classroom-
Outdoor Play Center: In this area (Top to Bottom, Left to Right), rugs are added to look like a grassy area at the top and a small body of water at the bottom. In this area, there is a climbing/sliding play area with steps and a slide at the top section of
the room (with a window behind and to the side), there are two chairs at the middle,
right side of the room, there is a storage bin for outdoor tools and toys to the bottom left, and there are two water/sand sensory tables at the bottom. There are also additional windows at the bottom and bottom right for extra sunlight.
Note: This is an indoor area represented as an outdoor area, however, in the actual portion of this project, the outdoor play area is actually outdoors. This is just in this picture as an indoor area in order to include it and give a visual representation of the area.
Meagan Brown- Art center; Early Literacy, Reading, and Writing Center; and Science, Exploration, and Discovery Center
Art center
Literature Review:
Art is the expression or application of creativity and imagination. The three categories of art are visual, literary, and performative. Art expression includes drawing, painting, molding or sculpting, writing, singing, dancing, and acting. Children have an innate interest in self-expression, especially when it includes creativity and the use of their imagination.
Experts agree at that art is essential to early childhood development as it fosters creativity, cognitive skills such as imagination and reasoning, physical skills such as fine motor skills and dexterity, and social skills such as collaboration and communication. “The arts play a critical role in assisting young children to not only understand their world, but express this knowing, as they make sense of their experiences. The arts allow them to communicate their thinking and feelings in multiple ways (Wright, 2012).” (
The Arts in early childhood learning (teachermagazine.com)
). Research shows that children that learn with a curriculum that incorporates the arts not only develop greater creative skills, but also cognitive skills and physical skills. Arts help foster the development of essential skills and help facilitate the learning of other subjects such as literacy, science, and mathematics. “What we must remember is that the importance of the Arts is more than just the instrumental benefit, but the fundamental enjoyment that happens as a result of any engagement with the Arts (McCarthy, Ondaatje, Zakaras, & Brooks, 2004).” (
The Arts in early childhood learning (teachermagazine.com)
).
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Learning Opportunities and Social Interactions:
This center offers learning opportunities such as understanding color theory, learning how to draw and paint, and learning how to work with others to build and create with art. This center helps improve basic skills such as language skills, physical skills, and cognitive skills. The art center can help children develop language skills by promoting conversation and the discussion of art. Children enjoy sharing their creations with others, and art is a great way to get children interacting with one another. Art can help children improve physical skills by allowing them to practice using their fine motor skills while drawing, coloring, and painting. Art also helps improve cognitive skills by practicing problem-solving capabilities, improving attention and concentration, expanding imagination, and promoting creativity. The art center promotes social development as it allows students to work together to create art, and it promotes conversation and interaction between students. They are
encouraged to share their art with each other. Interactions such as students coloring, drawing, and painting together may occur, as well as students collaborating on art projects. Interactions that may occur between student and teacher include a teacher offering advice, assistance, and guidance through an activity and a teacher helping model how to use certain materials and tools to the students. Another interaction that may occur includes teachers discussing the students’ artwork with them.
Design and Description of the Center:
The art center is arranged with plenty of drawing and painting easels, as well as dry
hanging storage containers, wall hooks, and racks for students to hang their artwork
to dry and to store their art supplies and creative materials and tools. There will be double-sided and triple-sided easels to promote social interaction, communication, and collaboration. This area of the room will be to the right of the main classroom area and will have a large window for students to look and out find inspiration in nature while they are creating. Materials and Tools:
Glue Sticks
Paint Sticks
Liquid Glue
Ink Pads & Stamps
Scissors
Crayons
Markers
Pencils
Colored Pencils
Paper
Coloring Sheets, Pages, and Coloring Books
Yarn
Stickers
Stencils
Pasting Pieces (Alphabet)
Trays
Tape
Paper Punches
Drying Rack
Smocks
Easels
Paint, Watercolor Paints, Cups, & Paintbrushes
Invitations to Play Experiences:
1.
Students are asked to enact a pretend play scenario for the class. They are able to use any props or costumes they like and are encouraged to be creative and use their imagination.
2.
Students are told to draw or paint their favorite place, or their “happy place”. They are encouraged to use any art tool that they please. They will then share and explain their drawing to the class. 3.
Students are asked to pick their favorite toy from the classroom and then attempt to draw the toy. They are then asked to explain what they like about the toy.
Questions that encourage meaningful interactions:
1.
What issues or problems did you solve during your play scenario?
2.
How were you connected to the other students’ characters in the play scenario?
3.
Where is your favorite place and why does it make you happy?
4.
Which art tool or creativity method did you use and why?
5.
What is your favorite toy and why?
References:
1.
Roy, D., & Watson, K. (2018, October 30). The Arts in early childhood learning. Teacher Magazine. https://www.teachermagazine.com/au_en/articles/the-arts-in-early-childhood-
learning
2.
Wright, S. (Ed.) (2012). Children, Meaning-Making and the Arts (2nd ed.). Sydney: Pearson Prentice Hall.
3.
Graham, C. (2017, July 13). Benefits of the Arts in Early Childhood Development. The Early Childhood Commission. https://ecc.gov.jm/benefits-of-the-arts-in-early-childhood-development/
4.
How and Why the Arts Support Language Learning and Cognition. (2017). Psychology Today. https://www.psychologytoday.com/us/blog/arts-all-
children/201709/how-and-why-the-arts-support-language-learning-and-
cognition
5.
Susanna. (2019, March 24). The Importance of Art for Child... Exploring Your Mind; Exploring your mind. https://exploringyourmind.com/importance-art-child-development/
Early Literacy, Reading, and Writing Center Literature Review:
The ability to read is a human competence that develops over time through instruction, practice, and purposeful and persistent activities (Seidenberg, 2017). “Learning to read is critical to children’s success in school and opportunities once they reach adulthood.” (Shannon Kelley, 2021). The foundation of reading is built in the preschool years, when children are observing and absorbing language. Literacy is the ability to read and write in a language, and it is crucial part of language development. Becoming fluent in a language not only encompasses the ability to speak and communicate, but also the ability to read and write, in that language. The goal of literacy and reading development is reading comprehension, which is “the ability to process and interpret the written language” (Shannon Kelley, 2021). Comprehension includes skills such as the ability to decode and interpret a text, as well as the ability to communicate the summarization of that text. “To comprehend a text, a reader must be able to simultaneously decode the words and apply their background knowledge to make meaning (Hoover & Gough, 1986). Although this task appears to be natural for fluent readers, it is in fact not… Children’s literacy foundations are established as early as infancy and grow throughout early childhood
when the brain is at its greatest plasticity levels (Hutton et al., 2020).” ((Shannon Kelley, 2021). Language professors all agree that literacy is the foundation of learning. Experts agree that literacy and fluency are essential for the development of young children as these abilities allow children to communicate with others and understand concepts. Literacy, the ability to read and write, fosters fluency, which is
the ability to quickly and accurately read, write, understand, and communicate in a language. Research has shown that children who are achieving higher levels in their
literacy are more likely to excel in other aspects of education, as well, as literacy impacts all other aspects of learning. In order to learn, a child must be able to understand what is being taught. They must be able to read, write, and speak adequately enough to listen to rules, follow directions, express ideas, ask and answer questions, solve problems, communicate and interact with others, and discuss concepts with others. Learning Opportunities and Social Interactions:
This center offers many learning opportunities such as the opportunity to learn to read and write, as well as opportunities to improve literacy, language and speech, listening skills, vocabulary, and reading comprehension. The literacy, reading, and writing center helps children improve skills such as language skills, as well as social and communication skills. This area not only allows children to read by themselves or to each other, it also offers opportunities for students to practice writing. This area allows children to learn about and understand the concepts of language development such as phonological awareness, phonemic awareness, pronunciation, print awareness, decoding, alphabetic principle, and vocabulary. This center promotes social development by fostering language development and encouraging social interaction. Interactions such as students speaking to one another, writing to each other, and helping each other learn to speak, read, and write can all happen in
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this center. Interactions between teachers and students can also occur, such as when the teacher is reading to the students, or having the students read to them, as well as when the teacher is assisting the students when they are practicing reading, writing, and expanding their vocabulary. Interactions between students may include students writing letters or notes to each other, students helping each other read, and students sharing stories with one another.
Design and Description of the Center:
The Early Literacy, Reading, and Writing Center is located in the top left corner in the middle of the main classroom area. To the right of this area, there is a combination chalkboard, blackboard, and dry erase board. There is a large couch against the back wall (with a window behind, to the left of the teaching board combination), a smaller couch opposite of the first facing it, a smaller and larger chair to the right of the couches, and a stool in the middle. There is a bookcase/bookshelf against the left wall to the left of the couches and an activity table below. This is the reading corner and book club area. There are two tables, a round one and a square one, with chairs that can be used as tables to write on, like a writing area. There is also the Music and Movement Center on the opposite side of
the room, to the right of the combination teaching board, with couches and a bookshelf and bookcase. This area can also be used as a listening area, not only to listen to music, but also to listen to audiobooks to practice listening skills, track reading comprehension, study vocabulary, and improve pronunciation.
Materials and Tools:
Reading Area:
Memory card games
Vocabulary flash cards
Early Childhood Textbooks
Children’s Books
Poetry Books
Reading Worksheets
Writing Area:
Paper
Pencils
Pens
Journals
Notebooks
ABC stencils
Writing Worksheets
Listening Area:
Computers
CD’s of recorded audiobooks
CD’s of word pronunciation and letter sounds
Headphones
Invitations to Play Experiences:
1.
Students bring their favorite book to class to read to the teacher and the other students. Students take turns reading their stories and then talk about why is it important to them.
2.
Students are asked to write their own stories on any topic they would like. They are pushed to be creative and are encouraged to explore the classroom to get ideas. The they read their stories to the class.
3.
Students are asked to discuss their favorite person in their lives. They will share with the class and then discuss amongst themselves. They are encouraged to use descriptive words and include a happy memory with that person.
Questions that encourage meaningful interactions:
1.
What is your favorite book? Why?
2.
What happens in your story? Who are the characters based on?
3.
Where is your story located? If you were to act out your story, what items would you need?
4.
Who is your favorite person in your life? Why?
5.
What is your happiest moment with your favorite person? Why?
References:
1.
Lin, C.-H. (2013, April 24). Early Literacy Instruction: Research Applications in the Classroom. Reading Rockets. https://www.readingrockets.org/article/early-literacy-instruction-research-
applications-classroom
2.
Naeyc. (2019). Read Together to Support Early Literacy | NAEYC. Naeyc.org. https://www.naeyc.org/our-work/families/read-together-support-early-literacy
3.
Florida, U. of S. (2020, April 24). Research Review on Early Literacy | Research
| David C. Anchin Center | College of Education | USF. Www.usf.edu. https://www.usf.edu/education/anchin/research/research-review-on-early-
literacy.aspx
Science, Exploration, and Discovery Center
Literature Review:
Science is an essential part of the early childhood classroom. Discovery and exploration, aspects of science, are crucial to the education and development of young children. This center offers learning opportunities such as sensory play fostering greater understanding of how we take in knowledge, learning how chemicals can react to one another, as well as learning about nature, biology, ecology, and how the world works. This center promotes social development as it incorporates group activities that help children share their view of the world and their understanding of their surroundings with one another. It promotes interactions
between students by allowing them to work together to better understand the world. It includes projects in which students must rely on each other’s knowledge to form conclusions about the world. This center promotes interactions between teacher and students by allowing the teacher to do experiments in front of the students as well as modeling activities and expectations. Teachers are also encouraged to discuss findings and theories with students as they learn. “A recent two-year research analysis found that young children are capable of engaging in, at developmentally appropriate levels, the scientific practices that high school students carry out (McClure et al. 2017). As one researcher explained, young children “can make observations and predictions, carry out simple experiments and investigations, collect data, and begin to make sense of what they found” (16). Even
in the first year of life, babies systematically test physical hypotheses when they see something that doesn’t conform to their expectations (McClure et al. 2017).” (
https://www.naeyc.org/resources/pubs/yc/nov2017/STEM-learners
). It is evident that humans are born scientists- that even babies are actively observing, exploring, considering, and trying to understand the word around them.
Learning Opportunities and Social Interactions:
The Science, Discovery, and Exploration Center provides opportunities for learning such as experimentation, sensory play and learning, chemical and matter properties, and biological, ecological, natural, and universal principles. These concepts include the idea of gravity, temperature, weather, genetics and heredity, color theory, chemistry (chemical compounds and combinations), biological and physical development, etc. This area will help students improve physical and cognitive skills by having students practice motor skills, reasoning and deductive thinking skills, and problem-solving skills. This area promotes social interactions between students by encouraging students to talk to each other about their individual scientific observations about the world and to share their studies of how the world works. This area also encourages student to work together in science-
based activities and projects. It allows opportunities for students to create new experiences and to learn new concepts together. This area promotes social interactions between student and teacher by allowing opportunities for the teacher to model activities and behaviors, as well as for the teacher to help students understand activities and their outcomes. It is important for teachers to be interactive during science experiments and activities in order to ensure that all steps are being done properly and safely, and to ensure that the result of these activities and experiments are as expected so that students observe the correct outcome and they understand the lesson.
Design and Description of the Center:
The Science, Exploration, and Discovery Center is located to the left of the main classroom area. In this center, there are many sensory tables such as water and/or sand tables. There is a large window at the upper wall of the area and a rug below. There are also storage bins to hold all of the science materials and tools. This area offers plenty of room for students to move around, explore, and observe the different sensory table stations. The sensory tables can also be converted to regular
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tables for students to use as surfaces to do science activities and experiments. This center offers the space and supplies necessary for scientific observations, exploration, and education.
Materials and Tools:
Activity/Sensory Table
Science books and textbooks
Measuring spoons and cups
A small scale
Measuring tape
Rulers
Stationeries and writing tools
Gloves
Safety Goggles
Small mirrors
Thermometers
Tongs and tweezers
Sorting trays
Pipettes
Test tubes and Beakers
Watering cans
Plants and Class Pets
Invitations to Play Experiences:
1.
Water is added to a sensory table area. Each student is encouraged to take a toy or tool to put into the water. Students are told to guess which items will float and which ones will sink.
2.
Students are put into small groups are told to put on blindfolds. The groups will take turns using the sensory table, feeling the objects in it, and are prompted to guess what that item is. 3.
Water is added to beakers in different temperatures- cold, room temperature, and hot. Students will pair up in small groups and take a substance- salt, sugar, and sand- and submerge the substance in the different temperatures of water to observe which substances dissolve and to measure the rate at which they dissolve in the different temperatures. Questions that encourage meaningful interactions:
1.
Which items do you believe will sink and which do you think will float? Why?
2.
What do you feel? Is it soft? Is it solid? Is it smooth?
3.
What do you think the object you are touching is? Why?
4.
Which substance(s) will dissolve? Which will not? Why?
5.
Do you think that the temperatures of the water will affect how fast the substance(s) will dissolve? If so, how?
References:
1.
Early Childhood Science Education | NSTA. (2014, January). Www.nsta.org. https://www.nsta.org/nstas-official-positions/early-childhood-science-
education
2.
More Than a Foundation: Young Children Are Capable STEM Learners | NAEYC.
(n.d.). Www.naeyc.org. https://www.naeyc.org/resources/pubs/yc/nov2017/STEM-learners
3.
Promoting Children’s Science Learning One Step at a Time | NAEYC. (2019). Naeyc.org. https://www.naeyc.org/resources/blog/promoting-childrens-
science-learning
4.
The Benefits of Learning Science in Early Childhood. (2020, January 8). The Edvocate. https://www.theedadvocate.org/the-benefits-of-learning-science-in-
early-childhood/
Gabriella Orellana- Dramatic Play Center
Literature Review:
Dramatic play is exactly what its name states, play using drama. In this play area children can act out different real-life or make-believe roles. It's the sort of play when children assume roles and play them out as a method to learn about themselves and their environment. Children can discover new methods to communicate, exchange ideas, and even connect with their emotions by acting out different roles or pretending to be somebody they are not. Dramatic play is a crucial
component of young children's development. Sarah Punkoney, creator of the website, stay at home educator, vividly expresses that, “dramatic play, it is play that involves breaking down the barriers of reality and results in serious and natural learning.” The dramatic play area enhances social development by allowing children
to practice social and linguistic skills through sociodramatic play by inventing fictional people, places, and events that are connected to the actual world. The biggest interaction that the dramatic play area provides between the teacher and children is the ability the teacher has to further question children about real life or make-believe experiences. The teacher can ask the child open-ended questions or facilitate a specific learning concept that they would like the child to learn. Dramatic play has several advantages, including:
•
Learning how to resolve disputes and assisting children in developing their original problem-solving techniques in tandem with their peers
•
Giving children the chance to exercise choice, express their emotions, and establish new bonds with themselves
•
Math knowledge and literacy is very important when playing games that include numbers (like the game of the grocery shop).
•
Fostering language development and other forms of expression in children, whether they are acting out a part or acting as themselves
Materials for the Dramatic Play Area:
Dress-Up Costumes including casual clothes and career uniforms For Home and Kitchen Play Area:
Baby dolls
Baby Clothes
Baby Food and Milk
Baby Crib
Baby Stroller
Baby Highchair
Dining Table with Chairs
Food Set
Kitchen Dishes
Cleaning Caddy
Washer and Dryer For Restaurant Play Area:
Cash Register
Pretend Menus
Pretend Food
Pretend Pizza
Sandwich Set
For Grocery Store and Market Play Area:
Grocery Store Cart
Store Baskets
Market Stand
Fake food
For Veterinarian and Doctor Office Play Area:
Play tools like thermometers, stethoscope, and xrays
Pet Set Invitations to Play:
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1.
The first invitation play experience that I would set up in the dramatic play area is the pretend “home area.” I would place the dining table with chairs, kitchen, and washer and dryer together, so it feels warm, inviting, and like a real-life home. This intentional placement will invite the children to play “home” and conduct real-life home experiences (cook dinner, sit down to eat dinner, wash dishes, put groceries away, wash dirty clothes, dry clothes, etc.)
2.
The second invitation play experience that I would set up in the dramatic play
area is the market/grocery area. I would place the market stand, cash register, grocery cart, and food supplies together. By doing so, children will be
motivated to go grocery shopping (deciding what they are going to buy, they will put their items into the grocery cart, and then will pay for their grocery items.)
3.
The third invitation play experience that I would set up in the dramatic play area is setting up the dress-up area along with the necessary props. When children have an organized dress-up area, it invites them to dress-up and portray the costume at hand. Questions for Meaningful Interactions:
1.
Can you tell me what you used to make your sandwich? 2.
If you were a chef, what foods would you make for breakfast, lunch, dinner?
3.
Your pet is sick, where would you take them and what would they do there?
4.
Why do you want to be a ________? (Doctor, Veterinarian, Police Officer, Teacher, Server, Cashier, Chef, etc.)
5.
How are you going to take care of the baby?
6.
What will you sell at the market?
References:
1.
Punkoney, S. (2022, December 13). The incredible benefits of dramatic play in early childhood education. Stay At Home Educator. Retrieved April 20, 2023, from https://stayathomeeducator.com/the-benefits-of-dramatic-play-in-
early-childhood-education/ 2.
Sociodramatic play (interacting with others). Department of Education. (n.d.).
Retrieved April 20, 2023, from https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/
interactingwithothers/Pages/sociodramaticplay.aspx#:~:text=Sociodramatic
%20play%20is%20a%20way,world%20(Smilansky%2C%201968). 3.
Western Governors University. (2021, November 5). Dramatic play: What it is and why it's important. Western Governors University. Retrieved April 20, 2023, from https://www.wgu.edu/blog/dramatic-play-what-is-why-
important2111.html#close Denneil Johnston- Music and Movement Center
Literature Review:
Music and movement are essential components of children's development. Children's musical experiences have been shown to benefit their mental, emotional,
social, and physical growth (Dalla Bella, 2018). Children's motor development, physical health, and coordination can all benefit greatly from regular physical activity. A whole-child approach to learning and development is achieved when music and movement are included into early childhood education (Cherukunnath & Singh, 2022).
The music and dance center offers kids a wide range of educational programs. Coordination, balance, and the whole range of motor abilities are all aided by this. Young people pick up on musical concepts including speed, beat, melody, and harmony. Through these mediums, they are able to exercise their bodies and minds in novel ways (Samsudin et al., 2019).
The Music and Movement Center fosters children's social growth by encouraging them to interact with one another and share their thoughts and feelings via group activities. Children can develop mutual regard and a sense of belonging when they collaborate on a project. Social skills like turn taking, waiting, and sharing may all be
fostered at a music and dance center (Vuilleumier & Trost, 2015).
Learning Opportunities:
In the Music and Movement Center, kids may talk to one other, talk to their teachers, and talk to the music. Young people can work together to compose songs or choreograph dances. Teachers can engage with students via instruction and assessment. Kids may enjoy music in many different ways, including listening, singing, playing instruments, and moving to the beat.
The Floor Plan: Instrument Corner: This area will have a variety of musical instruments such as drums, xylophones, tambourines, and maracas. It will also have a CD player and a collection of music CDs. The corner will have a rug to sit on and cushions for comfort.
Dance and Movement Area: This area will have dance props such as scarves, ribbons, hula hoops, and rhythm sticks. It will also have mirrors on the wall and an exercise ball. The area will be spacious to allow children to move freely.
Yoga and Relaxation Area: This area will have yoga mats and cushions for comfort. It
will also have posters with yoga poses and relaxation techniques. The area will be peaceful and calming.
The furniture arrangement will be as follows:
Instrument Corner: The instruments will be placed on shelves against the wall. The CD player will be on a small table, and the rug will be placed in front of the shelves.
Dance and Movement Area: The props will be placed in baskets on the shelves against the wall. The mirrors will be on the opposite wall, and the exercise ball will be in the center of the area.
Yoga and Relaxation Area: The yoga mats will be placed on the floor, and the cushions will be stacked against the wall. The posters will be hung on the wall.
Design of Ideal Music and Movement Center:
The Music and Movement Center will be designed to promote playfulness, creativity,
and learning. The furniture will be arranged to provide ample space for children to move around freely. The walls will be decorated with musical instruments and colorful posters. Materials for the Music and Movement Center:
Musical instruments - drums, xylophones, tambourines, maracas, etc.
Music CDs and players
Dance props - scarves, ribbons, hula hoops, etc.
Yoga mats and cushions
Rhythm sticks
Exercise balls
Mirrors
Puppets
Costumes
Books about music and dance
The following are three different invitations to play experiences that can be set up in
the Music and Movement Center:
1.
Musical Instrument Exploration: Children can explore different musical instruments and create their music using the instruments.
2.
Dance Party: Children can choose their favorite music and create dance routines using dance props.
3.
Yoga and Relaxation: Children can practice yoga poses and relaxation techniques with the help of the teacher.
The following are five questions that can be used to have meaningful interactions with students:
1.
What kind of music do you like to listen to?
2.
Can you show me how you move to the beat of the music?
3.
Can you teach me a new dance move?
4.
How does music make you feel?
5.
What instrument would you like to learn to play?
References:
1.
Cherukunnath, D., & Singh, A. P. (2022). Exploring Cognitive Processes of Knowledge Acquisition to Upgrade Academic Practices. Frontiers in psychology, 13, 682628. https://doi.org/10.3389/fpsyg.2022.682628
2.
Dalla Bella S. (2018). Music and movement: Towards a translational approach.
Neurophysiologie clinique = Clinical neurophysiology, 48(6), 377–386. https://doi.org/10.1016/j.neucli.2018.10.067
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Samsudin, M. A., Bakar, K. A., & Noor, N. M. (2019). The benefits of music and
movement in early mathematics. Creative Education, 10(12), 3071-3081.
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Vuilleumier, P., & Trost, W. (2015). Music and emotions: from enchantment to entrainment. Annals of the New York Academy of Sciences, 1337, 212–222. https://doi.org/10.1111/nyas.12676
Isabella Franco Rodriguez- Outdoor Play Environment
Literature Review:
According to a study by the American Academy of Pediatrics (AAP), outdoor play has
significant benefits for children's physical health, cognitive development, and emotional well-being. The study highlights that outdoor play promotes physical activity, which is critical for reducing the risk of obesity, and also improves overall health and fitness levels (Ginsburg, 2007).
A review by the University of Washington suggests that outdoor play helps children develop important cognitive and social skills. The review highlights that outdoor play offers opportunities for children to engage in exploratory play, problem-solving,
and imaginative play, all of which are critical for cognitive development. Additionally, outdoor play also helps children develop social skills such as teamwork, communication, and conflict resolution (Sobel, 2004).
Another study conducted by the National Wildlife Federation found that outdoor play
in natural environments, such as parks and gardens, can enhance children's creativity and curiosity, as well as their appreciation for the natural world. The study
also highlights that outdoor play in natural environments provides opportunities for children to engage in unstructured play, which fosters independence and self-
directed learning (Pyle, 2002).
Learning opportunities:
The center offers a wide range of learning opportunities through outdoor play. For example, children can engage in exploratory play, problem-solving, and imaginative
play, all of which are critical for cognitive development. Additionally, outdoor play provides opportunities for children to learn about the natural world and develop an appreciation for nature. The center also offers opportunities for physical activity, which promotes overall health and fitness levels.
Promoting social development:
The center promotes social development by offering opportunities for children to engage in teamwork, communication, and conflict resolution. Additionally, outdoor play provides opportunities for children to develop independence and self-directed learning skills, which are critical for social and emotional development.
Interactions:
Between students: Outdoor play provides opportunities for children to engage in collaborative play, which fosters teamwork and communication. Additionally, unstructured play allows children to interact with each other and develop social skills such as sharing and taking turns.
Between teachers and students: Teachers can facilitate learning by providing opportunities for children to engage in exploratory play and problem-solving. Teachers can also use outdoor play as an opportunity to teach children about the natural world and promote environmental awareness. Additionally, teachers can observe children's play and provide guidance and support when necessary.
Floor Plan:
The outdoor play center will have a large open space for children to run and play, with designated areas for different types of activities. There will be several learning centers, including:
Nature center - a small area with a table, chairs, and magnifying glasses for examining plants, insects, and other natural objects.
Construction center - an area with building blocks, planks, crates, and other materials for constructing structures and playing with loose parts.
Sensory center - an area with sand, water, and mud pits, as well as natural materials like shells and rocks for sensory exploration.
Garden center - a designated area for gardening, including raised garden beds, pots, and tools for planting and caring for plants.
Art center - an area with easels, paint, brushes, and other materials for creative expression.
Dramatic play center - an area with costumes, props, and materials for imaginative play, such as a playhouse, a sandbox, and a pretend kitchen.
Materials:
•
Natural materials such as rocks, sticks, leaves, and pinecones
•
Building blocks, planks, and crates
•
Sand, water, and mud
•
Gardening tools, pots, and seeds
•
Easels, paint, brushes, and other art supplies
•
Costumes, props, and materials for imaginative play
•
Magnifying glasses, binoculars, and nature guides.
•
Balls, frisbees, and other sports equipment
•
Musical instruments, such as drums, tambourines, and xylophones
•
Puzzles, board games, and other quiet activities
Invitations to Play:
1.
Sensory exploration - Fill a large bin with water and add natural materials like rocks, shells, and seaweed for children to explore and play with.
2.
Nature scavenger hunt - Provide a list of items for children to find in the outdoor environment, such as different types of leaves or rocks, and encourage them to explore and investigate.
3.
Mud kitchen - Set up a designated area for children to play with mud and natural materials, providing tools and materials for them to mix and create their own concoctions.
Questions for Meaningful Interactions:
1.
What did you notice while exploring the natural materials in the sensory center?
2.
Can you tell me about the structure you built in the construction center?
3.
What did you plant in the garden today?
4.
How did you use color and texture in your artwork?
5.
What role did you play in the dramatic play center today, and what did you enjoy about it?
References:
1.
Ginsburg, K.R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
2.
Sobel, D. (2004). Children's special places: Exploring the role of forts, dens, and bush houses in middle childhood. Detroit, MI: Wayne State University Press.
3.
Pyle, R.M. (2002). Eden in a vacant lot: Special places, species, and kids in community of life. In P.H. Kahn & S.R. Kellert (Eds.), Children and nature: Psychological, sociocultural, and evolutionary investigations (pp. 305-326). Cambridge, MA: MIT Press.
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