Preschool Class Construction Manual
Introduction.
One of the first experiences young kids get to have is their preschool classroom. This is where they get to engage in several activities, both indoor and outdoor. Therefore, one should create an appropriate structure for the classroom that matches the age and also an essential routine (Smetackova, 2015). The children should have an environment that is more comfortable and familiar. How a classroom is organized supports structure and the children’s routine. Well planned environment supports quality programs for young learners in several ways. Hence ample time should be spent to come up with enough and sufficient resources. The construction of a preschool room may be both a challenging and exciting experience (Hayashi & Tobin, 2012). However, one should plan well for both indoor and outdoor resources that are easy to use and access. This enables young learners to have an exciting experience throughout their preschool studies. The successful construction of a preschool room requires several things that may include; skills of the architect and the client’s abilities and their forged relationship (Smetackova, 2015). Therefore, this article aims to describe and define materials appropriate for the development of children, analyze toys, materials, and risks necessary for the indoor and outdoor learning environments of preschool children.
In-door resources.
It consists of various requirements based on the criteria required; they encompass; toys, furniture, and learning materials. Specifically, the in-door environment includes everything inside a classroom (Hayashi & Tobin, 2012). However, these materials should be linked to learning goals, culturally relevant, related to the interest of children, developmentally appropriate, and of different varieties.
To start with the in-door learning environment, the following has been considered; Space and Furnishings- room arrangement should allow for movement and playing of all children independently in each learning center. These centers include dramatic play, creative expression, books, sand, and block play. Quiet and active learning centers should not be next to the other. The centers should have private spaces. Similarly, toys should be clean, complete, and functional. Most of the displays should be at the child-level done by the children themselves. Learners are to exercise appropriate equipment and space in motor activities.
Personal care routines-each child and parents should be warmly greeted by name. Consequently, these rooms should be from odors that are strong such as perfumes, potent cleaning agents, room fresheners, and stained clothing. Restrictions on food diets and food allergies should be posted in rooms. Similarly, cots and beddings should be placed three feet apart, sheets and blankets should be available for use by each kid for a nap (Hayashi & Tobin, 2012). On top of that, the staff should not consume any drink and snack in the classroom that is not provided for the learners.
Literacy, language, and reasoning-for learning to be active, the learners should be able to access enough books from before. In addition to that, books should be related to activities in the centers they are placed in (Smetackova, 2015). Most of the communication activities among children and staff should occur via finger plays, songs, stories, and dialogue. Purposeful and functional prints should be displayed in the classrooms. Staff should ask questions that are open-ended active skills for listening all day long to allow for proper interactions.
Toys, on the other hand, are supposed to be culturally relevant, linked to children’s interest. There should be a number of toys and several activities, and they should also be appropriate in development (Dinçer & Akgün, 2015). These learning materials should also be linked to learning goals. Culturally relevant materials send messages that relay the inclusive and positive image of an individual. The choice of these materials should reflect on backgrounds, experiences, and knowledge of different children in the classroom (Smetackova, 2015). One builds a bridge between children’s school and home lives, which provides a strong foundation in learning.
Materials and toys are supposed to be developmentally appropriate. This means that the learning materials are supposed to match the stage of development. The development of children is at different rates; hence appropriate materials should have different toys available. These ranges of toys should accommodate the differences between learner’s interests, skills, and characteristics. Developmentally appropriate toys allow learners to solve and experiment with problems0+62. These materials encourage children to take turns, share, and play with others. Young learners need materials and toys, which let them move to enable physical development (Katsikonouri & Riga, 2014). Some of these materials are like baby dolls, floor puzzles, wooden blocks for building, balls of various sizes and shapes. Young learners with special needs may be able to use small comfort items and fidgets. Some of the fidgets include small beanbags, pipe cleaners, pieces of felt, and bendy materials.
Toys should be varied in nature because some are known to spark imaginations while others do not. Learners can explore and learn more when toys are limited by their imaginations only. Some of the toys that spark imaginative play are dress-up clothes, baby dolls, arts and craft materials, large boxes, and musical instruments. Toys that do not spark imaginative play include toys that can sing, dance, and talk: workbooks and sticker books, branded toys such as popular characters or TV shows.
Learning materials should be linked to learning goals; toys that promote different skills should be sought. These learning goals include; toys used in math skills are dice, pattern blocks, and calendars. Those employed in literal skills include puppets, alphabet magnets, and a variety of printed materials (Dinçer & Akgün, 2015). Learning materials that enhance scientific knowledge are magnets, magnifying glass, ramps, and scale. Social skills may include cooperative board games and movement games. Materials that may be used to demonstrate the social world are maps, dramatic play items relating to different occupations, and play money.
Vinyl tiles do most flooring and area carpeting durability being the key. Some things are also considered, such as children sit, roll, scratch, and sniff and pour liquids on floors. Flooring materials that have finishes that attract being touched should be considered. Some of the flooring materials are carpeting, sheet vinyl, vinyl composite tile, cork flooring, wood flooring, and ceramic tile (Katsikonouri & Riga, 2014). Wall materials can be made from combining surfaces which may enhance the program. Materials such as whiteboard for painting and drawing, the mirror may be used in self-discovery and corkboard, which may be used in displaying learner’s projects.
In-door safety practices.
Heavy furniture and other objects should be in such a way that they cannot be pulled or pushed by the children. Knobs and controls should not be accessible. The play area should not be near doors. The open stairwells should not be available for the kids. Consequently, Rugs and mats should not be slippery or tripping hazards (Hayashi & Tobin, 2012). The child should not access any hot pots or utensils. Toxic bleaching agents should only be used when children are not at risk of inhaling the spray. Electric outlets should be kept out of reach of children. Finally, cleaning materials, medicines, pesticides, aerosols, and other chemical substances should be locked away.
Outdoor resources.
Includes the Dramatic play center that should be clearly defined with enough space for the children to play. They should be accessible by the children for a substantial part of the day. Similarly, dramatic play materials need plenty for every child to get access daily, like dress-up clothes (Dinçer & Akgün, 2015). Play materials should be rotated for a variety of themes and various props to be availed to represent multiple diversities—finally, at least two different props to be provided and accessed by the children.
Water and sand play is also an essential outdoor factor that should be provided for by the children. However, the size of the classroom will determine whether it will provide in-door or outdoor. It is vital to have it both outdoors and indoors (Katsikonouri & Riga, 2014). Examples of toys under this category are; scoops, spoons, shovels, containers, funnels, animals, tracks, toy people, among others.
It is also vital to promote natural science through developmental games, activities, and materials in the following categories; natural objects collections like insects, rocks, seed pods to mention but a few (Katsikonouri & Riga, 2014). Living things are also crucial, like; pets, house plants, gardens, among others. Materials should be well organized and should also be in good conditions-collections should be stored in a designated container, and animal cages are kept clean.
Outdoor safety practices.
All the tools that are not meant for children should be kept away. All sharp or dangerous objects should be eliminated. Buriers should be put in place to prevent children from accessing the drive-way. Hazardous trash should not be neat as well (Dinçer & Akgün, 2015). Cushions to be placed under fall zones of the play equipment. Play equipment needs to be in constant repair, not too high and unanchored.
Conclusion.
Preschool children are very delicate and innocent. They are, therefore, very vulnerable and fragile. For that reason, they need proper attention, freedom of exploration, and play. They need rest and energy. Therefore, designing a classroom for such people will have to involve a lot of critical thinking and analysis of dangers to promote their safety (Smetackova, 2015). Thus factors like in-door and outdoor toys, furniture, and learning materials need to be adequately considered and designed.
References
Dinçer, Ç., & Akgün, E. (2015). Developing a Classroom Management Skills Inventory for Preschool Teachers and the Correlation of Preschool Teachers’ Classroom Management Skills with Different Variables. TED EĞİTİM VE BİLİM, 40(177). https://doi.org/10.15390/eb.2015.2346
Hayashi, A., & Tobin, J. (2012). Reframing a Visual Ethnography of a Japanese Preschool Classroom. Visual Anthropology Review, 28(1), 13–31. https://doi.org/10.1111/j.1548-7458.2012.01108.x
Katsikonouri, E., & Riga, V. (2014). European and Greek legislation on preschool children’s protection from the use of unsafe toys. Preschool and Primary Education, 2, 27. https://doi.org/10.12681/ppej.37
Smetackova, I. (2015). Roots of Math in Preschool Play Activities: Gender Still Does Matter. International Journal of Social Science and Humanity, 5(12), 990–997. https://doi.org/10.7763/ijssh.2015.v5.93