THE EARLY CHILDHOOD

LEARNING ENVIRONMENT
EARLY CHILDHOOD/FAMILY
EDUCATION PROGRAMS
THE LEARNING ENVIRONMENT is an important and powerful teaching tool.
Much of the early childhood teacher’s work is done before the children even
arrive. If the environment is set up with the knowledge of how children learn and develop, it
can positively support teaching and learning. A teacher experiencing difficulty with student
behavior should carefully evaluate the daily schedule, classroom arrangement, materials within each
learning center, and the curriculum.

■ BEST PRACTICES longer in length. Sample classroom schedules are available on

In creating a positive early childhood environment, the following the Early Childhood/Family Education website at [Link]
practices should be observed: [Link] under the “helpful forms” link.
• The classroom should be organized to foster exploration with
learning materials. A Well-Planned Schedule Will:
• Learning materials should be concrete and relevant to a child’s • Prioritize the need for children to interact with their peers,
own life experiences (open-ended but purposeful). teachers, and learning materials.
• The classroom environment should be set up for choices. • Allow sufficient time for children to initiate and complete activi-
• Learning experiences should be planned so teacher-initiated ties, and participate in creative movement and self-expression.
or child-initiated opportunities exist in small group contexts for • Alternate active and less active learning moments rather than
acquiring new skills. lengthy periods of sitting still.
• Schedules should reflect active and quiet learning activities; large • Respect the need for young children to rest or be active as
group, small group, and individual learning time; teacher-directed is appropriate and does not compromise quality learning time.
and child-initiated activities; and indoor and outdoor activities. • Reflect integrated teaching rather than class time separated
by subject.
• Provide ample time for children to learn through center-based
instruction.
• Allow for smooth transitions between activities or classrooms,
with the teacher capitalizing on these transitions as learning
moments.
• Provide opportunities for children to share with the group and
take pride in their accomplishments.
• Structure time for collaborative planning so students develop
ownership with classroom learning activities.

■ TRANSITIONS
Transition is the process of moving from one activity to another.
This is often difficult for young children. The teacher must prepare
and prompt children for the change. Teachers use “attention
■ THE DAILY SCHEDULE getters” such as songs, signals, finger plays, rhymes, games, and
A daily schedule is essential to the basic structure of each day. puppets to signal change. Teachers who use transition activities
Consistency enables children to feel secure, giving them the will have calm, organized classrooms with happy, cooperative
confidence and freedom to explore the environment. Although children. When used properly, transitions can become teachable
consistency is important, it is also necessary to remain flexible. moments. For examples of transition activities, please visit the
Extra time may be needed if children are particularly interested Early Childhood/Family Education website at [Link]
in an activity or topic of discussion. under the “helpful forms” link.
At the beginning of the year, shorter blocks of time are planned
for large and small group activities. As the year progresses, Helpful Hints for Smooth Transitions
learning center time will encompass a smaller portion of the • Give adequate warnings before the next activity.
day. Large group activities become fewer in number and often • Follow the daily schedule as closely as possible. Young chil-

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dren thrive on routine when they know what to do and what is • Relate the activities to children’s past experiences and prior
expected. Flexibility means shortening or lengthening a part of knowledge.
the day, not changing the schedule entirely. Always prepare • Let the children be the guide for determining the success of an
children before “special” changes occur. activity. Lengthen or shorten the time as student interest indicates.
• Plan carefully. Collect materials before the activity. Think
through each transition and build transition activities into your Suggested Activities for Group Time
daily plan. • Morning meeting
• Link transition signals to specific activities. • Calendar and weather
• Use songs and finger plays. • Read aloud
• Keep a notebook or file box of transition activities. • Picture/vocabulary development
• Rhyming activities
■ GROUP TIME • Problem solving activities
Group time is one of the most important times of the day. Dur- • Phonological awareness for Pre-Kindergarten or alphabet and
ing this time, the teacher, teacher assistant, and children come word wall activities in Kindergarten
together as a community, developing trust and acceptance as • Movement activities (songs, finger plays, rhythms, and games)
they share, learn, listen, and participate in meaningful activities. • Group games
A group time that follows predictable patterns that are consistent • Student sharing
throughout the year allows students to gain the confidence that • Class community meeting
comes from knowing what to expect. Group time provides children • Introduction of new concepts
with the information, skills, concepts, and strategies necessary • Guest speakers
for success when working independently and in small groups. • Modeling the appropriate use and care of classroom materials
• Group writing activities
Guidelines for Group Time • Review of classroom rules
• The length of group time is determined by the age and develop-
ment of the children. At the beginning of the year, group time ■ SETTING UP THE LEARNING ENVIRONMENT
may last only ten or fifteen minutes. The environment of the classroom communicates to students
• Have clear objectives for each group activity and gather all what is expected of them. Independence and a joy of learning
materials needed in advance. is what should be conveyed. In the early childhood classroom,
• Create a balance of activities that include listening, singing, the use of learning centers is a key component to ensuring the
discussing, and moving. Provide opportunities for choral and success of students.
individual responses. Classroom Arrangement
When planning where to set up centers, take a close look at
your classroom. Three basic settings are needed: a place for
the whole class to work together, a place for students to work
independently, and a place for teacher-directed small group work.
It is helpful to use a map of the classroom with scale cutouts of
furniture and equipment to try different arrangements. Once
you have set up your room and observed students in the envi-
ronment, it may be necessary to do some rearranging to better
accommodate their needs.
Keep the following considerations in mind:
• Create logical traffic patterns so students can move about easily
from one area of the room to another without disturbing others.
• Consider fixed items such as sinks, built-in shelves, carpeted
and tiled flooring, and electrical outlets; use space efficiently.
• Separate quiet and noisy activities.
• Provide a large floor space for group activities.
• Create an area for teacher-directed small group activities.
• Provide spaces for individual work.
• Store appropriate materials and equipment near the center in
which they will be used.

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Suggested Learning Centers • All learning centers have a broad range of activities to accom-
The following is a list of centers that are typically found in the modate each student’s interest and level of development.
early childhood classroom. Suggested materials and activities • The skill level in each center increases during the year through
are included in the discussion of the center areas. a variety of open-ended activities.
• Art Center • Always model new activities.
• Literacy Center • Define center boundaries with low shelves, carpet, or tape.
• Library Center • Organize materials on low shelves close to their point of use so
• Listening Center * the materials in each center are always accessible to the students.
• Writing Center • Organize small items in labeled tubs or baskets for easy clean-up.
• Math Center • Use a sign to describe the skills learned while working in each
• Science and Sensory Center center.
• Block Center • Place pictures, words, or outlines of objects on shelves to assist
• Dramatic Play Center students in putting materials away when an activity is completed.
• Music and Movement Center
• Cooking Center
• Computer Center
• Woodworking Center
*Pre-Kindergarten classrooms may want to combine Language, Literacy, Math, and
Science Centers into one large Game Center.

■ ART CENTER
Creativity is the process of putting together new ideas and prod-
ucts based on past experiences. It is a natural developmental
process that begins during infancy and is at its peak during a
child’s early years. The use of self-expressive materials at the
art center is one of the primary ways creativity is developed.

■ CHILD DEVELOPMENT
The Art Center offers many experiences to facilitate growth and
enhance skills in all areas of development.
Physical Skills: Develop muscles used for fine motor skills;
refine eye–hand coordination, fine motor control, and the sense
of balance
Social/Emotional Skills: Enhance self-expression of feelings, the
Guidelines for Learning Centers ability to channel frustrations and anger in a socially acceptable
Materials in learning centers are selected and arranged to foster manner, instill pride and confidence, foster an appreciation of dif-
involvement, independence, decision making, and responsibility. ferences, and promote cooperation and sharing on group projects
Students are given extended opportunities to practice these skills Language Skills: Enhance verbal expressions as projects are
by selecting and using the materials offered at each center. To described, increase vocabulary through exposure to different
ensure the success of students and centers in the classroom, materials, tools, colors, texture, and positional words are refined
the following guidelines are suggested: Intellectual Skills: Provide opportunity for sorting, classifying,
• Introduce each learning center with discussions regarding making choices, decision making, expressing knowledge of the
rules, use of materials, and responsibilities. environment; stimulate interest, imagination, and creativity; and
• Students can be scheduled into centers using a rotation system develop planning skills and concepts of cause and effect
or a self-selected system. When using a rotation system, stu-
dents move through centers in small groups in a systematic way. Points to Remember
When using a self-selected system, students move themselves • Begin with simple, basic materials and add more complex
through the centers. material as children’s skills increase.

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• Display children’s work at their eye level. ■ LITERACY CENTER
• Treat children’s work with respect. Discuss it with them by Through the Literacy Center, children practice essential skills
commenting on the colors and materials they have chosen or for reading, writing, and spelling. They have the opportunity to
by saying, “Tell me about your picture.” Never say, “What is it?” reinforce and extend these skills while working independently or
• Model appropriate behavior for use and cleanup of center. in small groups. The Literacy Center activities enable children
Provide daily opportunities that encourage open-ended creative to confidently move toward becoming successful readers and
expression as opposed to assembly line or cookie cutter products. communicators.

Suggested Art Center Materials Child Development

• Sink/water clean up The Literacy Center offers many experiences to facilitate growth
• Glue or paste and enhance skills in all areas of development.
• Table Physical Skills: Strengthen eye–hand coordination, fine motor
• Modeling dough or clay and tools skills, visual discrimination, and auditory discrimination
• Easels Social/Emotional Skills: Develop cooperation, self-control, self-
• Paint (tempera, finger, and watercolor) esteem, and confidence
• Paper (various kinds, shapes) Language Skills: Develop an understanding of the importance
• Brushes (various sizes, shapes, colors) of sounds and print in communication, build vocabulary, sound
• Craft sticks memory, comprehension, listening skills and verbal expression
• Felt Intellectual Skills: Provide opportunities for naming, identifying,
• Pipe cleaners recalling, predicting, sequencing, patterning, decision-making,
• Collage materials (for example: macaroni, string, buttons, and creativity
pom-poms, ribbons, sequins, beads, tiles, marbles, feathers,
wooden shapes) Points to Remember
• Clothespins • Clearly define the literacy center area.
• Hole punch • Change activities to maintain and stimulate interest.
• Tissue paper • Provide multi-level activities to accommodate children’s abilities.
• Coffee filters • Introduce items one at a time, explaining and modeling the
• Scissors care and handling of the equipment and supplies.
• Markers • Provide a system for student accountability.
• Pencils • Children engage longer in activities that are meaningful, such
• Paper clips as creating a menu, collecting phone numbers, or writing an
• Chalk original story.
• Tape
• Yarn Suggested Literacy Center Materials
• Crayons • Books of all sizes and types
• Brads • Magazines and newspapers
• Sand aprons or old shirts • Pocket charts
• Objects and tools to print with (for example: stamps, pencils, • Sentence strips
markers, paper clips, chalk, tape, paper sacks, yarn, crayons, • Pictures, words, and objects for sorting
brads, sponges for cleaning, sand, wallpaper scraps, fabric scraps, • Letter tiles, stamps and stamp pads
cardboard, items found on a nature walk or the playground • Writing materials
[leaves, twigs, straws, grass, nuts, etc.]) • Flannel board with pictures, letters, and words
• Paper cups • Reading-the-Room pointers and “glasses”
• Lace • Tape recorder and blank tapes
• Rick-rack • Tape players
• Wiggle eyes • Commercial, teacher-created, and student-created tapes
• Glitter/glitter glue • Phonics phone
• Pie tins • Wall charts (including names, alphabet, environmental words,
• Table covering nursery rhymes, and poetry)
• Paint tools (sponges, cotton, potato masher, shower brushes, • Magnetic letters and boards
foam brushes, mini paint rollers, toothbrushes, eye droppers) • Author’s chair
• Eight-page mini books

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• Sight-word list ■ LIBRARY CENTER
• Picture dictionary The Library Center should be a comfortable place where students
• Wallpaper samples can relax and enjoy a good book, fostering a love of reading. It
• Simple word searches is a place where students can interact with each other as they
• Hole punch read with a partner or discuss books they have read.
• Class list of names
• Graphs Child Development
• Grids The Library Center offers many experiences to facilitate growth
• Venn diagrams and enhance skills in all areas of development.
• Story maps Physical Skills: Strengthen eye–hand coordination, eye move-
• Flip books ment, and fine motor skills
• Placemats Social/Emotional Skills: Provide an opportunity to communicate
• Popsicle sticks feelings and deal with difficult situations, develop concern and
• Diary understanding for others, enhance self-esteem, and encourage
• Games sharing time and materials with others
• Overhead projector Language Skills: Build vocabulary, comprehension, listening
• Greeting cards skills, verbal expression, story telling, and reinforce the impor-
• Sliding masks or flags tance of print in communication
• Story prompts Intellectual Skills: Develop letter and word identification, un-
• Sign language chart derstanding of symbols, prediction, sequencing, application of
• Modeling clay past experiences to new situations, and imagination
• Letter and number cutters
• Computer Points to Remember
• Paper money and coins • Make the Library Center an inviting place.
• School staff poster with names • Model care and responsibility for books.
• Sand trays • Each week display “My Very Favorite Book” in the Library Center.
• Salt trays • Use mini-easels or cookbook holders to highlight featured books.
• Blank books for student-made books • Organize books thematically.
• Paper • Introduce new sets of theme books throughout the school year.
• Crayons, markers, pens, pencils • Develop a system for families to check out books.
• Interesting or unusual writing utensils • Provide a reading log for each child to keep track of books
• Maps they have read at school.
• Magnifying glasses • Encourage children to develop an organizational system to
• Labels categorize books, such as animal books, plant books, and
• Envelopes people books.
• Recipes
• Menus Suggested Library Center Materials
• Mailboxes • Picture books
• Nameplates • Number books
• Notebooks • Storybooks
• Typewriters • Nursery rhyme books
• Journals • Shape books
• Stapler • Poetry books
• Sticky notes • Big books
• Yarn • Student-made books
• Shoelaces • Theme-related books
• Clipboards, full size and miniature • Fiction books
• Flyswatters with hole cut on die-cut machine for pointer or • Nonfiction books
sliding mask • Magazines and newspapers
• White boards and markers • Books with tapes
• Pipe cleaners • Tape recorder and headsets
• Flannel board and props

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• Bookmarks • Blank tapes
• Read-the-Room pointers • Student-made tapes
• Pillows, beanbag chair, child-size rocker • Extension cords
• Small tent or wading pool for reading • Tape recorder
• Small area rug • Headphones
• Lamp • Individual tape players
• Book display stand • Class-made books and tapes
• Bookcases • Follow direction tapes
• Tubs for books • Familiar sound tapes
• Author’s chair • Table
• Sentence strips with text to songs, poems, or stories • Power strip
• Charts, chants, songs, and poems *Could be combined with Library Center
• Book bags for checkout
• Posters about book handling
• Sing-along books ■ WRITING CENTER
• Cookbooks Children love to write and read their writings to anyone who will
• Phone books listen. The Writing Center gives children the opportunity to com-
• Puppets municate through writing in a variety of different experiences.
• Prop boxes with items related to particular stories The Writing Center encourages children’s early interest in writing
• Eyeglasses and provides a foundation that reinforces their beginning efforts
• Computers and desire to write.
• Bulletin board
• Sign-in sheet Child Development
• Reading log The Writing Center offers many experiences to facilitate growth
and enhance skills in all areas of development.
Physical Skills: Enhance fine motor skills, develop visual dis-
■ LISTENING CENTER* crimination, and develop eye-hand coordination
The Listening Center offers students opportunities for indepen- Social/Emotional Skills: Allow for the expression of feelings
dent listening activities. and emotions, develop appreciation for the writing of others,
and promote cooperation, teamwork, sharing, and collaboration
Points to Remember Language Skills: Increase oral communication skills and vo-
• Use color-coding to indicate buttons on the tape recorder, such cabulary, develop spelling, phonetic skills, understanding of the
as green for play, red for stop, and yellow for rewind. purposes of writing, and extend reading skills
• The Listening Center is for listening and recording. Let students Intellectual Skills: Develop thinking, reasoning, questioning,
record an original story or book. creativity and imagination, and promote problem solving skills
• Label a blank tape for each student. Throughout the year,
students can record themselves reading a story, singing a song, Points to Remember
reciting a poem, etc. • Establish the center with clearly defined boundaries.
• Let parent volunteers tape-record books. • Model the appropriate use of materials.
• Make a tape as you read a book to the whole class. Leave • Provide a variety of real-life, purposeful, writing materials.
the tape on as you discuss the story. Students love hearing • Add additional items and props to enhance writing and the
themselves and their classmates. current theme.
• Store books and tapes in re-sealable plastic bags, large-size tin • Provide a place to display children’s writing.
cans, or tubs. These are good ways to keep books and tapes together. • Participate when invited and model writing. Encourage children
to read what they are writing to you and others.
Suggested Listening Center Materials • Use labels and pictures to show where items belong to facilitate
• Books and tapes clean up.
• Sign-in sheet • Create literacy-rich center with word cards, word walls, dic-
• Sanitizing wipes tionaries, and appropriate books.
• Storage tubs • Keep materials in good working order, such as replacing
• Teacher-made tapes dried-out markers.
• Shelving • Enlist the help of adult volunteers to help with publishing tasks.

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Suggested Writing Center Materials • Writing prompts
• Pencils • Props for office play, card shop, and post office
• Pens • Print materials from doctors’ or dentists’ offices
• Chalk and chalkboard • Dry erase board and markers
• Magic slates • Chart tablets
• Acetate sheets • Easel
• Stapler • Notebooks
• Paste or glue • Sticky notes
• Sharpener • Folders
• Stationary • Labels/stickers
• Colored pencils • Yarn
• Crayons • Pipe cleaners
• Alphabet stamps • Adding machine tape
• Letter and design stencils • Macaroni and spaghetti
• Hole punch • Highlighters
• Tape • Picture prompts
• Envelopes and cards • Word search
• Markers
• Stamp pads
• Index cards ■ MATH CENTER
• Scissors It is easy to get students involved with numbers, measuring, and
• Old magazines problem-solving when the Math Center is equipped with a wide
• Alphabet charts variety of concrete materials. This provides a solid foundation
• Book binding materials for exploring beginning math concepts, practicing new skills,
• Picture dictionaries and applying skills they have mastered.
• Paper
• Mailbox Child Development
• Sand and salt trays The Math Center offers many experiences to facilitate growth
• Word wall and enhance skills in all areas of development.
• Class list of names Physical Skills: Strengthen fine motor control, and refine eye-
• Alphabet strips hand coordination
• Date stamps Social/Emotional Skills: Develop self-control, promote persever-
• Computer ance and confidence, and enhance cooperation through sharing
• Table or desks materials and working together to solve a problem
• Number stamps Language Skills: Introduce the language of mathematics and
• Journals enhance the ability to ask questions and explain solutions
Intellectual Skills: Introduce and refine sorting, matching, clas-
sifying, sequencing, patterning, one-to-one correspondence, rote
counting, number combinations, problem solving
Points to Remember
• Introduce new math materials one at a time.
• Model appropriate use, care, and clean-up procedures.
• Let students freely explore the materials before asking them
to do a specific task.
• Have students use a variety of math materials to work on the
same skill or concept.
• Search out math materials that are fun and unusual.
• Make math meaningful (for example: making change for a
store, measuring for cooking, dividing snacks into equal shares,
or graphing choices for a class field trip).
• Provide a variety of ways for students to record what they have
done in the math center: drawing, charts, graphs, books, rubber

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stamps, stickers, or real objects. • Calculators
• Observe and listen to students as they work in the center. This • Sorting containers
will give insight into their emerging concept of number. • Jars
• Extend student activities by introducing mathematical language • Cans
during their play. • Tubs
• Zipper seal bags
Suggested Math Center Materials • Stickers
• Collectible manipulatives: buttons, keys, colored pasta, shells, • Playing cards
rocks, bread tags, colored paper clips, beans, toothpicks • Adding machine tape for creating patterns
• Plastic counters • Cash register
• Pattern blocks • Price tags
• Pattern cards • Egg cartons
• One-inch colored cubes • Coupons
• One-inch wooden cubes • Measuring cups
• Color tiles • Math big books
• Attribute blocks • Notebooks
• Multilink cubes • Counting charts
• Parquetry blocks • Placemats
• Sorting trays/bowls • Color word charts
• Measuring instruments such as rulers, yardsticks, cups, • Trays
measuring spoons • Shape charts
• Balance scales and things to weigh • Lunch bags or gift sacks
• Geoboards and rubber bands • Games
• Pegboards and pegs • Bulletin board
• Stringing beads • Hula hoops for defining spaces
• Games and puzzles
• Dice and spinners
• Floor graph
• Magnetic board Science and Math Centers
• Magnetic shapes and numbers
• Individual marker boards and chalkboards ■ SCIENCE AND SENSORY CENTER
• Clock The Science and Sensory center is an integral part of the cur-
• Play money riculum and stimulates children’s natural curiosity and desire to
• Rubber stamps learn about the world around them. It may be called the “Let’s
• Math-related books, songs, poems, charts, or posters Find Out Table,” where children are encouraged to explore
• Toothpicks something about their world in more detail.
• Timers
• Dominoes
• Calendar
• Shells
• Keys
• Beads
• Nuts, bolts, washers, or screws
• Paper clips
• Ice cube trays
• Shape templates and writing supplies
• Spools
• Clothespins
• Straws
• Number stencils
• Number stamps and pad
• Number lines

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Child Development • Magnets
The Science and Sensory Center offers many experiences to • Rocks
facilitate growth and enhance skills in all areas of development. • Balancing scales
Physical Skills: Enhance eye-hand coordination, fine motor • Tubs (sink or float)
control, and balance • Tweezers, tongs, eye droppers
Social/Emotional Skills: Develop cooperation with others, pride • Mirrors
in seeing an experiment through to completion, and responsibility • Insects
for clean-up at the conclusion of play • Lab coats
Language Skills: Develop vocabulary, verbal expression, ability • Labels
to ask questions and describe objects and events • Discovery tubes
Intellectual Skills: Develop thinking, reasoning, observing, • Writing utensils
exploring, questioning, discovering, decision making, and con- • Science journals
servation of volume, problem solving, comparing and contrasting, • Paper towel tubes
cause-and-effect, and creativity • Tables
Points to Remember • Mirror
• Introduce children to the scientific method, which includes: • Animal growth charts
1. Making observations • Water
2. Thinking of possible reasons why things happen • Sand and water wheel
3. Trying out these reasons or potential causes • Bowls
4. Observing the results • Shovels
5. Drawing conclusions • Popcorn
• Keep experiments uncomplicated and straightforward, such • Pine cones
as what happens when blue and yellow are mixed or when ice • Globe
is placed in the sun. • Maps
• Ask questions such as “What made that happen?” “What would • Graphs, charts, posters, books
happen if?” or “How could we find out?” • Magnifying glasses
• Have children put their conclusions into words or represent • Sand table
them in drawings. • Water table
• Be prepared by doing research ahead of time about the topic. • Sensory materials
• Follow children’s lead as they design their own experiments. • Tubs for storage
• Rulers
Suggested Science and Sensory Center Materials • Yard sticks
• Plants • Safety goggles
• Kaleidoscopes • Flashlights
• Books • Pinwheels
• Shelves • Plastic animals/insects
• Items of nature • Lab coats
• Color paddles • Labels
• Feathers • Discovery tubes
• Bird nests • Writing utensils
• Sand • Multicultural artifacts
• Measuring cups and spoons
• Rice
• Beans
• Funnels
• Dried leaves
• Soap bubbles
• Animals (as permitted)
• Animal supplies
• Thermometer
• Binoculars
• Tape measure

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• Class growth chart • Use teacher-made materials to enhance the block center
• Soil (boxes or milk cartons stuffed with newspaper, empty paper
• Watering cans towel or tissue rolls for log cabins, and colored tape for roads
• Pump bottles and highways).
• Water pumps • Stimulate language by having the child dictate a story about
• Light table the structure.
• Shells
• Sink and float materials Suggested Block Center Materials
• Cooking supplies • Cardboard blocks
• Rebus cards • Baskets or tubs for accessories
• Alphabet blocks
• Signs and labels for buildings
Using Science Process Skills and Inquiry • Bristle blocks
• Farm animals
■ BLOCK CENTER • Unit blocks
Blocks are a key example of how young children learn through • Zoo animals
play. Young children do not often preplan their structures. They • Hollow blocks
just let it happen. Their creations are influenced by what has • Community helper figures
been seen in the environment. • Foam blocks
• Traffic signs
Child Development • Family figures
The Block Center offers many experiences to facilitate growth • Prop boxes
and enhance skills in all areas of development. • Wooden cars and trucks
Physical Skills: Develop large muscles as they carry blocks from • Books
place to place, refine small motor skills, eye–hand coordination, • Dinosaurs
and sense of balance as they stack and place blocks together • Hula hoops for defining boundaries
Social/Emotional Skills: Promote cooperation, working with • Paper towel or plastic tubes
others, sharing, and acceptance of others’ ideas, self-esteem, • Writing supplies
and confidence • Ramps
Language Skills: Increase vocabulary and communication skills, • Posters
such as conversation, asking questions, labeling, making up • Area rug
stories, and using comparative language such as larger, taller, • Mirrors
or bigger • Paper
Intellectual Skills: Develop concepts of number, size, shape, • Balls
length, height, weight, area, part-to-whole relationships, problem • Interlocking blocks
solving one-to-one correspondence, sequencing, cause–effect • Linking disks
relationships, fractions, adding, subtracting, testing ideas, esti- • Parquetry blocks
mating, and measuring • Linking cubes
• Globes
Points to Remember • Pattern blocks
• The Block Center should be well defined with a rug, shelves, • Multicultural blocks
or tape. • Pictures of homes around the world
• Introduce hollow blocks and unit blocks first.
• Have the children make simple rules concerning how many
children can be in the area, who can knock a structure over,
when a structure can be saved, and how tall the structure can be.
• Model how to take blocks off the shelf one at a time.
• Label the shelves with cutouts of the block shapes for easy
clean-up.
• Introduce props and figures as needed to coordinate with the
thematic unit and enhance the value of the play.
• Take pictures of what the children build to place in a portfolio.

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■ DRAMATIC PLAY CENTER • Broom and dustpan
Young children love make-believe activities. The Dramatic Play • Phone and phone book
Center allows children the opportunity to act out their real world. • Silverware
They can experience different roles, express feelings, and imitate • Cookware
actions and character traits of those around them. It is a place • Kitchen furniture
where the most creative, spontaneous, and involved play occurs. • Aprons
The open-endedness of the Dramatic Play Center allows each • Plastic food
child to be successful on their own developmental level. • Dish towels
• Belts, shoes
Child Development • Living furniture
The Dramatic Play Center offers many experiences to facilitate • Dress up clothes
growth and enhance skills in all areas of development. • Wallets
Physical Skills: Develop fine motor skills, extend gross motor • Dolls and baby items
development, and develop visual discrimination and eye–hand • Toiletries
coordination • Old hair dryers without the cord
Social/Emotional Skills: Provide a means to express feelings • Full-length mirror
and emotions; develop awareness of self, family, and society; • Lunch boxes
promote cooperation, working with others, sharing and taking turns • Child-safe tool belt, tools
Language Skills: Increase oral communication skills, extend and • Magazines
enhance vocabulary, extend gross motor development, develop • Suitcases
pretend reading and writing • Purses
Intellectual Skills: Develop creativity and imagination, promote • Notepad and pencils
problem-solving skills, and extend symbolic use of items and • Multicultural clothing and materials
abstract thinking • Cell phones

Points to Remember Prop Box Ideas

• Arrange the Dramatic Play Center next to other noisy, active areas. Provide dramatic play and prop box enrichments as opportunities
• Create boundaries on three sides of the area to keep materials to build upon skills and learn concepts.
contained.
• Place only a few items in the Dramatic Play Center when it is The Beach
first introduced. • Blankets
• Add additional items and props to enhance play and the cur- • Picnic basket
rent theme. • Beach umbrella
• Keep props clean and in good repair. • Sunglasses
• Use labels and pictures to show where items belong to facilitate • Beach ball
clean-up. • Pretend suntan lotion
• Interact on the child’s level by sitting or kneeling. • Beach towel
• Participate when invited and model play. Encourage children • Buckets and shovels
to talk about what they are doing. • Shells
• Allow children to resolve conflicts independently. • Snorkels
• Provide small, labeled boxes or baskets for small items and • Fins
hooks or coat rack for clothes. • Flip flops
• Provide for literacy opportunities, such as books and writing
materials. Restaurant
• Tablecloth
Suggested Dramatic Play Center Materials • Napkins
• Cups • Tableware
• Dinnerware • Menus made with food pictures
• Table and chairs • Dishes
• Kitchen items • Aprons
• Vase and flowers • Trays
• Empty food boxes • Play food

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• Hats Sign for restaurant • Mixing bowls
• Order pads/pencils • Spoons
• Recipes
Firefighter • Cookie cutters
• Yellow rubber raincoats • Flour shaker
• Old vacuum hose • Cookbooks
• Whistle
• Stepladder Veterinarian
• Phone • Stuffed animals
• Flashlight • Gauze
• Boots • Surgical masks
• Fire safety posters • Pamphlets on animals
• Gloves • Cotton balls
• Baby dolls (to rescue) • Plastic gloves
• Walkie-talkies • Play money
• Fire hats • Needle-less syringes
• Exam table
Post Office • Empty medicine bottles
• Envelopes • Pet brushes
• Stamps (seals/stickers) • White lab coat
• Duffle bag • Pet carriers
• Mailperson hat • Magnifying glass
• Cash register
• Old blue shirt Grocery Store
• Stickers • Play food
• Paper punch • Egg cartons
• Postcards • Check out area
• Scale • Play money
• Mailbox • Grocery cart or basket
• Pens • Aprons
• Pencils • Paper bags
• Paper • Cash register or scanner
• Junk mail • Sale flyers
• Boxes • Purses and wallets
• Packages • Plastic fruit/vegetables
• Checkbook • Coupons
• Date book
• Play desk

Bakery
• Fresh play dough
• Rolling pins
• Aprons
• Oven mitts
• Cookie sheets
• Chef’s hat
• Muffin tins
• Cake pans
• Cake decorations
• Order pads
• Measuring spoons
• Pictures of baked goods

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Police Officer ■ MUSIC AND MOVEMENT CENTER
• Pad for writing tickets Music delights young children and invites them to participate.
• Stop signs A well equipped Music and Movement Center is a place where
• Small clipboard children experiment with sounds while they create their own
• Police hat music. They gain an appreciation and love of music that will
• License plates bring them enjoyment for years to come.
• Whistle (siren)
• Steering wheel Child Development
• Black belt The Music and Movement Center offers many experiences to
• 911 signs facilitate growth and enhance skills in all areas of development.
• Blue shirt Physical Skills: Enhance fine and gross motor skills, develop
• Walkie-talkie rhythm, balance, and spatial awareness
• Badge Social/Emotional Skills: Provide a means to express feelings
and emotions, enhance self-concept, promote cooperation and
Bank working with others, and induces feelings of calm and relaxation
• Play money Language Skills: Increase oral communication skills, vocabulary
• Bankbooks growth and listening skills; develop an appreciation for poetry
• Adding machine/calculator and rhyme, and increase auditory discrimination skills
• Rubber stamps/ink pads Intellectual Skills: Develop creativity and imagination, promote
• Teller window problem-solving skills, enhance concept development, and
• Deposit slips/checks encourage exploration and promotes discovery
• Cash box
• Paper/pens Points to Remember
• Coin rolls • Music can set the tone for the classroom. Soft music calms a
• Magnifying glass busy room, whereas loud or fast music stimulates the students.
• Newspaper • Music activates the brain. Learning set to music, like the “ABC”
song, embeds learning more quickly and on a deeper level.
• Music is effective during transition times such as clean-up,
calming down for a story or rest, or getting ready to begin or
end the day. Do not limit music experiences to just center time.
• Music can be a tool of classroom management. Singing can
often attract a child’s attention when a speaking voice cannot.
Include classroom transition songs on charts for students to sing
along with at center time.
• Music can be experienced and enjoyed by a whole group dur-
ing circle time, in small groups, and individually.
• Use a voice range for singing that is comfortable for children.
• Let music be spontaneous, planned, or an outgrowth of an-
other activity.
• Music can be used to create appreciation of other cultures.

Suggested Music and Movement Materials

• CD player and CDs
• Rhythm sticks
• Scarves
• Radio
• Books that are songs
• Toy or real microphones
• Charts with favorite songs
• Cassette recorder, cassettes, and blank tapes
• Drums
• Bells

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• Cymbals ■ COOKING CENTER
• Piano Everyone loves to eat! The Cooking Center provides rich, sen-
• Song-based books sory experiences and gives children first-hand opportunities to
• Shakers practice skills in math, reading, science, and communication.
• Mirrors
• Area rug Child Development
• Multicultural musical instruments The Cooking Center offers many experiences to facilitate growth
• Piano music and enhance skills in all areas of development.
• Staff paper Physical Skills: Enhance fine motor skills, and develop hand/
• Costumes eye coordination
• Guitar Social/Emotional Skills: Promote good manners, develop aware-
• Recorders ness of other cultures through preparing and tasting different
• Sanitizing supplies foods, promote cooperation, working with others, sharing and
• Posters of bands and orchestras self-esteem
• Dance rug Language Skills: Increase oral communication skills and vo-
• Ballet shoes cabulary, develop the ability to “read” picture recipes, extend
• Hats understanding of the purposes of writing, and enhance left-to-
• Large ball right directionality
• Keyboard Intellectual Skills: Develop knowledge of nutrition and raise
• Materials for creating instruments health awareness, promote problem solving skills, and develop
• Mirror math/science skills
• Shelves
• Tubs with labels Points to Remember
• Posters of ethnic musical instruments or experiences • Provide a balance of independence and safety. The more
• Exercise chart children do, the more they learn.
• Exercise mat • Provide symbolic picture recipe cards that give directions
• Rebus exercise cards for tasks and can be read while cooking. The first direction is
• Work out props always “Wash hands.”
• Exercise records, tapes, and videos • Assemble all ingredients and materials ahead of time.
• Books • Use individual portion recipes.
• Journals • Set up the cooking center near a sink whenever possible.
• Plain paper • Enlist outside volunteers to assist with shopping and supervis-
• Writing utensils ing the cooking experience with children.
• Dance costumes • Link cooking activities and recipes to your thematic units.
• Maracas • Use Popsicle sticks with each child’s name to label the portions.
• Sand blocks • Fill small pitchers or measuring cups with liquids so the child
• Chimes is able to lift and pour easily.
• Triangles
• Television Suggested Cooking Center Materials
• Video player • Cooking utensils
• Finger cymbals • Measuring spoons
• Xylophone • Measuring cups
• Tap shoes • Bowls
• Canes • Pot holders
• Can opener
• Cookie sheets
• Strainer
• Muffin tins
• Popsicle stick spreaders
• Hand mixer
• Pots and pans
• Potato masher

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• Cutting board ■ TECHNOLOGY CENTER
• Rebus cards The Technology Center is a valuable addition to the early childhood
• Books classroom if it is set up with knowledge of children’s development
• Writing utensils as well as knowledge of the equipment and available software.
• Trash can Your Technology Center will only be as good as the materials in
• Multicultural posters and pictures it, so consider this item carefully before purchasing equipment.
• Allergy warnings Adult interaction is the key to a successful Technology Center.
• Favorite recipe charts
• Popcorn popper Child Development
• Electric skillet The Computer Center offers many experiences to facilitate growth
• Toaster oven and enhance skills in all areas of development.
• Wax paper Physical Skills: Enhance fine motor development by using the
• Recipe cards keyboard and manipulating the mouse, and eye–hand coor-
• Aprons dination and visual perception by tracking on the screen and
• Whisk moving the cursor
• Health and nutrition posters Social/Emotional Skills: Promote responsibility, cooperation,
• Food pyramid posters working with others, and persistence
• Crockpot Language Skills: Increase vocabulary and knowledge of print
• Electric burner by linking words to pictures
• Refrigerator Intellectual Skills: Develop cause-and-effect by observing what
• Cookbooks happens on the keyboard, following directions, and a variety of
• Clean-up supplies other skills depending on the software selected
• Access to running water
• Child-friendly serving supplies Points to Remember
• Hand sanitizer and instruction poster • Introduce the computer or other technology to one or two
• Class-made cooking safety poster children at a time.
• Sign-in sheets • Observe the children so you know how to discuss and interact
• Gloves with them to further their level of use.
• Ask open-ended questions that focus on what they are doing.
• Consult the Survey of Early Childhood Software by Warren
Buckleitner, published by the High Scope Educations Research
Foundation, for appropriate software.
• Consult Creative Curriculum by Dodge and Colker for com-
prehensive information about setting up a technology center.

Suggested Computer Center Materials

• Computer screen
• Magnifying glasses
• Mouse
• Binoculars
• Hard drive
• Telephone
• Surge protector
• MP3 player
• Computer table
• Radio
• Sufficient power and electrical outlets
• Speaker
• Mouse pad
• Label maker
• Appropriate software programs
• Light show props

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• Table • The teacher must be knowledgeable and confident in the use
• Calculators of tools and model each step of the activity.
• Camera • Safety goggles must be worn at all times.
• Weather station • Introduce one tool at a time, emphasizing safety.
• Video cameras • Check all tools regularly for damage and remove ones need-
• Thermometer ing repair.
• Tape recorders • Provide adult supervision at all times.
• Analog clock • Enlist the help of adult volunteers to help with woodworking.
• Word processing programs • Limit the population at the Woodworking Center to two children.
• Digital clock • Create a literacy-rich center with labels for tools, appropriate
• Class website books, and writing materials to name their creations.
• Watches • Choose high-quality hand tools.
• Web design programs • Sawing and hammering nails into large pieces of Styrofoam
• Educational video games and sanding wood (classroom blocks can be cleaned each year)
• Television are satisfying ways to practice beginning skills.
• Video player • An old tree stump is great for pounding nails.
• Compact disks • For a permanent center, hang a pegboard against the wall
• Compact disk player and mark an outline of each tool so children can return tools to
• Digital video disks a place of safety.
• Digital video player
Suggested Materials for Woodworking Center
• Workbench or table and tubs for organizing
■ WOODWORKING CENTER • Safety goggles
If a teacher has never worked with wood, the thought of hammers • Screwdrivers/screws
and saws may be uncomfortable. However, with careful plan- • Crayons
ning and knowledge, teachers can create an experience that will • Golf tees and Styrofoam
bring hours of joy, excitement, and enthusiasm to boys and girls • Brushes
• Wood glue
alike. When a young child announces proudly, “I made it!” the
• Aprons to protect clothing
teacher will understand the growth a child has made physically,
• Rulers, tape measure, or yard stick
intellectually, socially, and emotionally.
• Bolts
• Egg-beater type hand drill
Child Development • Saw
The Woodworking Center offers many experiences to facilitate • Nails (short with big heads or roofing nails)
growth and enhance skills in all areas of development. • Safety mat
Physical Skills: Strengthen and enhance fine and large motor • Books about construction
skills, and develop eye–hand coordination • Chalk line
Social/Emotional Skills: Promote self-esteem; develop self- • Sandpaper
confidence, and promote cooperation, sharing, and collaboration • Cloth scraps
Language Skills: Develop sequencing skills, increase oral com- • Vise clamp
munication skills, and increase vocabulary • Pliers
Intellectual Skills: Develop creativity and imagination, promote • String
problem-solving skills, develop concept building, thinking, rea- • Carpenter’s pencil
soning, and attention span, and promote understanding of size, • Hammer (eight-ounce claw)
• Markers
shape, color and measurement
• Paint
• Wood scraps
Points to Remember
• Objects to nail
• Design the activity to the appropriate level of the child’s de- • Nuts
velopment, for example, hammering into Styrofoam instead of • Blueprints
wood, or sanding for enjoyment. • Gloves
• Establish the center with clearly defined boundaries, away from • Tool belt
quiet areas and heavy traffic. A corner space provides two walls • Class-made safety chart
to help contain noise and activity. • Level, angle, plane, chisel

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■ OUTDOOR ENVIRONMENT • Impact material (pea gravel or sand)
The development of motor skills is essential to the total growth • Parachute
process of children. Current research indicates that movement • Games (ring toss or bean bags)
activates the brain and prepares it for learning. The outdoor • Climbing structure
environment is the natural place for this to occur. Carefully • Riding equipment
planning outdoor and motor activities is an opportune way to • Push and pull toys
capitalize on children’s natural motivation to move and learn. • Walking path
• Trash cans
Child Development • Trees
The Outdoor Environment offers experiences to facilitate growth • Sand toys
and enhance skills in all areas of development. • Assorted balls
Physical Skills: Enhance large motor and eye–hand coordination, • Low balance beam
balance, strength, endurance, and manipulation • Hula hoops
Social/Emotional Skills: Nurture cooperation, negotiation, turn • Wagons
taking, and role playing • Scooter boards
Language Skills: Facilitate vocabulary development, positional • Teeter totters
words, and conversational skills • Outdoor easels
Intellectual Skills: Reinforce sorting, classifying, creativity, imagi- • Tables and benches
nation, problem solving, exploration, discovery, spatial relations, • Sand and water table
and conversation through sand and water activities • Science discovery tools
• Garden and gardening tools
Suggested Outdoor Environment Materials • First aid kit
• Slide (appropriate height) • Sidewalk or hard, smooth surface
• Equipment for crawling and tunneling • Sidewalk chalk
• Trucks and cars
• Jump ropes Arrangement
• Pouring and scooping materials Arranging the outdoor environment is essential for effective
• Child-sized stilts planning. A well-planned play space maximizes the freedom
of choice and independence of children. Teachers must con-
tinually assess the overall effectiveness of the outdoor area and
make adjustments when and where needed. Many of the same
considerations used in planning the indoor environment can be
used when planning the outdoor environment.
• Space is large enough to accommodate the number of children
and equipment.
• Children are easily supervised from any position.
• Sufficient equipment is available so children do not have to
wait in line.
• A variety of age-appropriate materials and equipment are
provided.
• A storage shed is available to store material and equipment.
• There is a balance of sunny and shady areas.
• There are clear pathways for running and riding toys.
• The play area is fenced and protected from traffic.
• Bathrooms and drinking fountains are easily accessible.
• Accommodations for the specific needs of each child are
considered and addressed when appropriate.

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Safety Classroom
Children are exuberant with their outdoor play; therefore, plan- The outdoor environment can also be an extension of the indoor
ning for safety is critical. The best protection against injury is classroom where learning blossoms. For this to be possible,
prevention. Include the following in your safety plan: add the following equipment to your classroom.
• Provide continuous supervision. • Sand and water table
• Provide sufficient impact material under climbing equipment. • Fence or free-standing easels (paint the flower you can see)
• Provide ample space around each piece of equipment. • Book tub on wheels (read in the shade of a tree)
• Maintain equipment regularly and report any equipment that • Dramatic play materials (barbecue center, picnic table and
is broken or unsafe. basket, tent, gardening center)
• Select equipment and material that is appropriate for the child’s • Science discovery tools (magnifying glasses, binoculars, but-
intellectual, social/ emotional, and physical development. terfly nets, bug catching equipment)
• Report accidents or hazardous situations to appropriate school • Woodworking materials
staff immediately. • Almost anything on wheels
• Teach children the appropriate method for lining up and exiting
the playground quickly in the event of an emergency.

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