Learning 

Environment 
Project 
Lily Harding, Sydney Wilhelm, & Katy Kurowski
ETE 328-01
Spring 2018
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Table of Contents
Introduction………………………………………………………………………………..2
Infant/Toddler Environment……………………………………………………………...
4
Layout…………………………………………………………………………….... 5
Description………………………………………………………………………….6
Preschool Environment…………………………………………………………………... 18
Layout……………………………………………………………………………… 19
Description………………………………………………………………………….20
Primary Environment……………………………………………………………………. 27
Layout……………………………………………………………………………… 28
Description………………………………………………………………………….29
Outdoor Environment……………………………………………………………………. 34
Layout……………………………………………………………………………… 35
Description……………………………………………………………………….…36
Preschool Learning Centers……………………………………………………………....45
Dramatic Play……………………………………………………………………….46
Science and Sensory……………………………………………………………….. 47
Library……………………………………………………………………………....49
Writing……………………………………………………………………………... 49
Art……....………………………………………………………………………….. 50
Math………………………………………………………………………………... 51
Relaxation and Calming…………………………………………………………….51
Learning Center Signs…………………………………………………………………….53
Dramatic Play……………………………………………………………………….54
Science and Sensory……………………………………………………………….. 55
Library……………………………………………………………………………....56
Writing……………………………………………………………………………... 57
Art………………………………………………………………………………….. 58
Math………………………………………………………………………………... 59
Relaxation and Calming…………………………………………………………….60
Individual Reflections……………………………………………………………………..61
Katy Kurowski……………………………………………………………………... 62
Sydney Wilhelm…………………………………………………………………….64
Lily Harding………………………………………………………………………...66
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References………………………………………………………………………………….68
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Introduction 
 
   
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The purpose of this assignment was to “apply knowledge of child development to create

developmentally appropriate environments and communicate and articulate professional

information” (Antola Crowe, 2018). Teacher candidates worked in groups of three to create a

detailed learning environment portfolio. This portfolio includes three different classroom layouts

- infants and toddlers, preschool, and primary level classrooms - as well as a layout for an

outdoor environment. A description of each environment is included. Additionally, there is a

detailed list of the learning centers within the preschool environment. These centers contain a list

of materials included in each center and a sign to distinguish its place in the classroom.

Classroom layouts are based upon the licensing day care standards of Illinois and current

knowledge of child development.

It is important that these environments and learning centers be well-rounded and

welcoming to all students. The classroom environments should be accessible for students of all

disabilities and abilities. The learning centers should be student-run, and should incorporate

different learning styles and be appropriate for a range of developmental levels (Beaver, Wyatt,

& Jackman, 2016). It is important that a list of materials and price be included along with these

centers. This allows the candidates to set a budget and prepare for future expenses. Classroom

designs should be created with thoughts of the future in mind and should consider realistic

proportions.

Through this project, teacher candidates will demonstrate their knowledge of appropriate

learning environments. They will show their ability to explain and justify their choices in a

professional setting. They will advocate for the importance of an effectively-designed classroom

and engaging learning centers that support all children across all developmental domains.
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Infant/Toddler 
Environmental Layout & 
Description 
   
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Infant & Toddler Setting 
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Introduction

The above layout is designed for an infant and toddler care setting. According to the

Illinois Department of Children and Family Services’ daycare licensing requirements, a

combined infant and toddler setting must have a teacher to child ratio of at least 1:4, with a

maximum of 12 children total (Department of Children and Family Services, 2015). This layout

is designed for approximately 8 children, but could easily be adapted for up to 12.

The right side of the layout (represented by the pink flooring) is a carpeted area, while the

left side of the layout (represented by the white flooring) is a tile floor. While it may seem like a

small detail, it is actually extremely important for infants and toddlers to experience a variety of

different floors and textures, as it provides sensory, cognitive stimuli (Beaver, Wyatt, &

Jackman, 2016). Furthermore, the carpeted area serves as an appropriate area for dry activities,

while the tile area caters to wetter, messier activities.

The room also takes into account noise levels, as it provides a loose separation between

quieter areas and louder areas. The activities located towards the top of the layout tend to be

louder and involve more movement, while the activities towards the bottom of the layout tend to

be quieter and involve less movement. This is important in maintaining a supportive and

encouraging environment, because it minimizes children’s feelings of chaos or frustration of

being interrupted by another nearby activity (Beaver, Wyatt, & Jackman, 2016).

The room should also have an authentic and homey feel. In an infant and toddler setting,

it is crucial that the room gives off a comfortable and soothing vibe, as this greatly impacts the

children’s social-emotional well-being. Though not pictured, the room should have plenty of

windows and natural light (Beaver, Wyatt, & Jackman, 2016). It should also not be too cluttered
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or overwhelmingly colorful (Beaver, Wyatt, & Jackman, 2016); in our design, larger objects and

furniture are made of wood or other neutral-colored materials, so that color can be added

primarily through decorations and smaller supplies and materials.

Not only is this design safe, developmentally appropriate, and focused on the needs of the

children, it also supports and engages all developmental domains. The layout includes designated

spaces for various types of activities, carefully placed according to the unique needs of that area.

The structure helps children feel a sense of composure and control. The following components

are crucial parts of for the infant and toddler learning environment.

Cubbies

When walking into the classroom, the cubbies are located immediately to the right. The

design is consistent with children’s routine and helps facilitate movement into and out of the

classroom. Children are easily able to put their things away immediately upon entering the room

and before the engage in other activities.

Each child should have their own cubby and own coat hook for their belongings, so that

adults can easily identify belongings. Cubbies should also be labeled with children’s names, both

for teacher convenience and as an authentic source of literacy exposure. Cubbies should be large

enough that they can hold all of the materials children bring with them from home, such as

outdoor clothing, diaper bags, special items for feeding, and special equipment for any special

needs.

Cubbies should be out of reach of children, so that things do not get lost or mixed up, or

accessed without permission. However, coat hooks may be at the child’s level so that older

children can begin to have a more active role in storing their belongings to gain a sense of
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autonomy and practice responsibility. Above the coat hooks and below the cubbies, there is a

counter for food preparation. Also included in the cubby area are cabinets for teacher storage of

snack and eating area materials.

Eating Area

The eating area is located on tile floor in the louder, wet area of the room. Being placed

in the louder part of the room encourages children to see this as a place to socialize, so that it

serves as an optimal time for social-emotional development in addition to physical development.

The eating area contains both child-sized tables and chairs, as well as high chairs to serve a

variety of developmental needs. The seating arrangement also promotes communication,

social-emotional development, and a sense of community, as the children sit at round tables so

they can easily see and feel included with their peers. The high chairs are also placed open to the

tables, so that infants are integrated into the toddler’s meal time as well to build a sense of

community despite age or developmental differences. Additionally, the following feeding-related

requirements for daycare licensure (Department of Children and Family Services, 2015) must be

adhered to:

● Either the day care center or the parent may provide food for infants not consuming table

food. ​Feeding times and amounts consumed must be documented in writing.

● No food other than formula, milk, breast milk or water may be placed in a bottle for

infant feeding. Microwaves are not to be used for bottle warming.

● Menus must be posted.

● Meals and snacks must meet nutritional guidelines and shall be prepared so as to

moderate fat and sodium content.

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● Children in care two to five hours must be served a snack. Children in care five to 10

hours must be served a meal and two snacks or two meals and one snack. Children in care

more than 10 hours must be served two meals and two snacks or one meal and three

snacks.

Outside Door

The room also has a door leading directly outside. The tiled part of the room was

designed around the outside door, as children are encouraged to be messy outside and coming

back inside can therefore get messy. Easy access to the outdoors is highly beneficial, as it is

important that children spend sufficient time outdoors. According to the daycare licensing

requirements, children of any age should be encouraged to play outside at least twice each day

while at the center (Department of Children and Family Services, 2015). Being outdoors

promotes physical development and, in turn, cognitive development (Beaver, Wyatt, & Jackman,

2016). Outdoor environments can also be uniquely conductive to creative, social-emotional, and

spiritual development as well.

Art Area

The art area is located in the wet, quieter zone. The art center will typically only have 1-2

children at a time, so it will not be as loud. Furthermore, children will prefer the quieter area as it

will allow them to focus on their creations without frequent interruptions.

The art area has a counter against the wall where art can be placed to dry or to be kept

safe. This is important because it shows children that their artwork is valued (Beaver, Wyatt, &

Jackman, 2016). Below the counter are low shelves that contain a large variety of art supplies

that children can access on their own. Above the counter are cabinets for teacher storage. Storage
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in this area can be devoted primarily to special art materials like paint, scissors, or hot glue guns

that require teacher assistance. It may also be used for art materials that are currently not in the

art center but will eventually be rotated in for more variety and interest.

Materials in the art center should be open-ended. There should be a large variety of colors

and textures. There should also be a mix of new and familiar materials (Strasser & Bresson,

2017). Examples of appropriate materials for this center include fabrics, different colors and

types of paper, wax-paper, tissue paper, newspaper, finger paint, paint brushes, watercolors,

large crayons, chalk, playdough, playdough tools, washable markers, durable mirrors, slime,

shaving cream, etc (Dean, 2015). There is also an easel located in the art center, as pictured in

the layout. It is of utmost importance that all materials that children have direct access to must be

safe, non-toxic, and non-hazardous.

The art area will greatly aid children’s creative development as they experience different

sensory materials and try new things with them. The art area will also be a cognitive experience

for young children who learn primarily through sensory experiences (Beaver, Wyatt, & Jackman,

2016). Physical development, particularly fine-motor skills will be prominent in this area as well.

Social emotional and spiritual development opportunities can be easily integrated into the art

area as well.

Water Table & Fish Tank

The water table and fish tank are also located in the wet, quieter zone of the classroom.

The water table is important because it provides children with a unique sensory experience and

introduces them to the properties of water, therefore aiding in cognitive development. It can also

be a very soothing activity for children, promoting their social-emotional well-being as well.
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Supporting materials at the water table may include objects that float, objects that sink, sponges,

cups, funnels, sand, and pieces of nature.

The fish tank is placed next to the water table to inspire children’s play at the water table.

As children make observations about the fish, they can extend this experience to their play at the

water table. Having a fish tank in the classroom promotes cognitive development as children

observe and talk about the fish, creative development as it inspires children’s play at the water

table, spiritual development as it teaches an awareness and a care for life, and social-emotional

development as it has a calming effect.

Bathroom, Sink, & Changing Table

The toileting area is also in the wet zone of the room. There is a changing table in this

area with a sink right next to it and storage right above. This storage can be used primarily for

toileting supplies, so they are convenient and they have their own space. The first-aid kit may

also be kept here. There is also a small bathroom with a toddler-sized toilet. This is important for

older toddlers who are interested in potty-training or are currently in the potty-training stage. The

bathroom is closed off enough to have a feeling of privacy, but it has an open entrance rather

than a door so that teachers can easily monitor children. Immediately outside the bathroom is the

sink, so that hand-washing seems very natural based on the set-up. Additionally, the following

day care licensure guidelines (Department of Children and Family Services, 2015) must be

followed:

● The facility must have a clearly defined diaper changing area with the procedures for

changing diapers clearly posted. A hand-washing sink must be accessible.

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● Staff changing diapers must wash their hands and the child’s hands with soap and

running water after diapering.

● Toilets and lavatories must be readily accessible to the children.

● Hot and cold running water must be provided.

Library

The library area is located in the dry, quiet zone of the room. The library is designed to be

a comfortable and calming area for lower volume and less movement. There is a bookshelf with

age-appropriate books and other literacy materials. There are different types of pillows spread

out among the floor. The library is also where the rocking chair is located. Because of the age of

the children, this area of the room is designed to be primarily a soothing area. However, the idea

is that literacy and book experiences are an integral part of this calming time. Thus, the library

area focuses on cognitive and social-emotional development.

Alone Area

The small corner of the room behind the rocking chair is the designated area where

children can go to be alone. In the alone area is a small tent that children can go inside. The tent

is a cheerful but soothing color, as children will like to use this area when they want a quiet,

peaceful moment. This spot will serve as one primary area of the classroom dedicated to

emotional-regulation. It is very important to have a spot for children to feel a sense of privacy, as

they may need a moment to themselves away from stimulation or other children, or they may

simply enjoy the brief feeling of autonomy and independence.

Sleeping Area
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The sleeping area surrounds the library. The layout currently includes four cribs, as well

as an area for stacking toddler beds when not in use. When toddlers do take a nap, the toddlers’

cots can be moved to the library area while in use. The sleeping area promotes physical

development, as infants and toddlers require a large amount of sleep for optimal health and

growth (Beaver, Wyatt, & Jackman, 2016). This in turn supports brain functioning and cognitive,

social, emotional, creative, and spiritual development as well. The following sleep-related

guidelines for daycares (Department of Children and Family Services, 2015) must be followed as

well:

● Infants must be placed on their backs to sleep.

● Only new cribs manufactured on or after June 28, 2011 can be utilized.

● Staff must be awake at all times and in the sleeping area whenever children are sleeping.

● Dependent on age, each child must have an individual cot, bed or crib.

● Children under six years of age who remain five or more hours must have the opportunity

to rest or nap.

● Infants must sleep in safe, sturdy, freestanding cribs or portable cribs.

● Toddlers may use either stacking cots or full-size cribs.

● A cot or bed must be provided for each toddler or preschool child in attendance five or

more hours. Each cot, bed or crib must be labeled with the name of the child.

Low Mattress & Gross Motor Area

The low mattress on the ground serves as a transitional boundary between the quiet and

loud zones of the dry area. The low mattress is soft and comforting, but it is also often used for

crawling, climbing, and jumping and development of gross motor skills (Beaver, Wyatt, &
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Jackman, 2016). It is a safe, fun, and novel way for very young children to develop gross motor

skills and engage in healthy movement indoors. While it is appropriate for toddlers to jump on

the mattress and for infants to sit, crawl, or climb, it should be noted that these activities should

not happen concurrently for safety reasons.

There is also a large open area of carpet that can be used for large movements and

high-energy activities. Children can use this area to safely walk, run, spin, dance, jump, or roll

freely, aiding in physical development.

Music Area

The music area is located next to the large open area, so children are easily able to move

and dance to the music. It also can sometimes be a louder activity, though it doesn’t always have

to be. The music area has low shelves with musical instruments and other objects that make

sound that the students can access on their own. Example instruments could include drums, bells,

rattles, play keyboard, rainstick, tambourines, and more. Additionally, there is a CD player on

top of the shelves that the teacher can access so children can listen to recorded music. Culturally

or linguistically diverse instruments and CDs can also be a great way to include a positive

inclusion of diversity in the classroom.

The music area supports creative development as children experiment with new objects,

movements, and sounds, cognitive development as children learn concepts like cause and effect,

social-emotional development as children experience how music can impact emotions, and

physical development as students use fine motor skills to use the instruments and gross motor

skills to move and dance.

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There is also storage above the shelf in the music area. Since the music area does not

need much of its own storage, this is the storage spot for any of the teacher’s materials that need

a place to be stored.

Dramatic Play Area

The dramatic play area is located in the louder, dry zone of the room. The dramatic play

area is kept relatively small, as many children this age are not yet engaging in true dramatic play.

However, it is still a very important center to have as it teaches about a variety of real-life objects

and their uses, and because dramatic play may be emerging in some older children (Beaver,

Wyatt, & Jackman, 2016).

The dramatic play area includes a small table and chairs, because these are open-ended

and applicable to a wide variety of different pretend settings and scenarios. The dramatic play

area is also surrounded by low shelves that children can access on their own. Props for dramatic

play and replicas of real-life objects can be stored on these shelves. At this age, props for

dramatic play should largely be household items that most children see on a very regular basis.

Appropriate dramatic play props for toddlers include toy food, plates, cups, and silverware, baby

dolls, toy vacuum, dress up clothes for different seasons, stuffed animals, puppets, and toy

phones (Strasser & Bresson, 2017).

At this age, the dramatic play area mostly promotes children’s fine motor skills and

cognitive development as they learn what different objects can be used for. The area may at

times have a creative or social-emotional component as well.

Toy and Block Area

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Finally, the toy and block area is located next to the dramatic play area, in the louder, dry

zone. The block area is separated from the toys slightly in order to highlight them, since blocks

are such an important tool for children to play with to support their cognitive development

(Beaver, Wyatt, & Jackman, 2016). This area consists of a long, low shelf with toys and blocks

that children can access on their own. There is also a large space on the carpet where children

can play.

The toy and block area supports cognitive development, because it is clear that children

learn best through play (Beaver, Wyatt, & Jackman, 2016). As they experiment with different

toys, they are exposed to many different concepts. This area also promotes fine motor skills, as

well as some gross motor skills. Toys and blocks also support creative development, as children

try new things with toys and use them in new ways. Finally, this area supports social-emotional

development as children are introduced to problems with sharing or disrupting each other’s plays

and watch as the teachers model how these problems can be solved.

When choosing materials for the toy and block area, it is important for them to be

durable, easily sanitizable, safe and non-hazardous, representative of human diversity, and

engaging for the children. Examples of appropriate toys include large rings, squeeze toys,

teething toys, textured balls, nesting toys, toys to push or pull, puzzles, pegboards, and toys with

dials/switches/knobs/lids (National Association for the Education of Young Children, 2018).

Additionally, the block area may include wooden blocks, hollow blocks, blocks that can be seen

through, foam blocks, and toy cars and trains that could drive on the blocks. The daycare

licensing standards (Department of Children and Family Services, 2015) also provide the

following mandates to keep in mind:

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● Toys and indoor equipment must be cleaned and disinfected daily. Safe, durable

equipment and play materials must be provided.

● Play materials must be durable and free from hazardous characteristics.

Conclusion

A carefully-designed physical environment can make a huge difference in the

effectiveness of child care and development. This environment is carefully structured, with a

variety of areas that support all facets of children’s development. Not only are the areas

intentionally and strategically placed throughout the room, but they also must have appropriate

materials within them. Each area must be well-thought out so that children enjoy and grow from

interaction in these areas. Young children are happier and healthier with a supportive

environment like this.

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Preschool Environmental  
Layout & Description 
 
 
 
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Preschool Setting 

 
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Introduction

The preschool learning environment design is filled with different learning centers that

promote children’s higher-order thinking skills. The environment includes the following:

dramatic play center, science/sensory center, art center, math center, relaxation/calming center,

and writing center. All of these centers support students’ wellbeing; each learning center

encourages the students emotional, social, physical, intellectual, creative, and spiritual

development. Although, some learning centers influence different aspects of the students

wellbeing. In the preschool classroom design, the layout is intended to support and accommodate

each individual’s learning needs.

This classroom layout is designed for 14 students. Besides the important learning centers,

the preschool environment has windows along two of the walls providing the classroom with

natural sunlight and giving the students the ability to explore nature through sight by glancing

outside. Another area the classroom has is a bathroom area which includes a sink, drinking

fountain, and toilet. It is important to have a bathroom area in a preschool classroom because

young children are learning to control themselves when they have to use the toilet facilities. Also

a sink is super important because young children are always exploring new things, which many

times can end up in a mess. The sink is there for cleaning up those messes and for the children

and teacher to wash their hands when needed. A hand washing lesson would be a great way for

the students to better understand how to use the sink in an appropriate manner and get a better

understanding of why it is important to wash your hands. Next, I want to mention the

smartboard. The smartboard is incorporated into the classroom design because it is a part of the

environment and is something that is used in many different classrooms today. The smartboard
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can be used for many different reasons. It can be used for lessons, songs, and more. It is

something that children really enjoy when they are able to use it. Something to keep in mind

when having a smartboard in your classroom is to make sure you do not overuse this

instructional material. Lastly, besides the learning centers, are the cubbies, tables, and teacher’s

desk. These items are necessary to have in the classroom. The cubbies are for children to get into

a routine everyday of hanging up their coats and bookbag. The tables are for when the children

are working and for snack time. Finally, the teacher’s desk is for their personal items and

materials. All of these different parts of the classroom are important to include when thinking of

and creating a classroom environment.

Dramatic Play Center

The dramatic play center is an area of the classroom where the children really get to use

their imaginations creating make-believe scenarios. This is really important to include in a

preschool classroom because it really supports and helps in developing the child’s social and

emotional development (Beaver, Wyatt, & Jackman, 2016). This center give children the

opportunity to play with their peers, which also is a way to develop their social skills. In this area

be sure to include materials for the children to use for role play. Materials to include are dress-up

costumes (police officer, firefighter, doctor, princess, etc.), baby dolls with accessories, a

kitchen, wooden blocks, tools, and many more materials that allow the children to create pretend

situations out of materials they see everyday.

Science & Sensory Center

The science and sensory center is where children get to experiment and explore new

things. This center really promotes students using their senses, especially touch because there are
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many materials that have different textures. There are many natural materials that children can

explore in this center. This center also promotes cognitive development by encouraging children

to really think about the different objects by comparing them and organizing them by different

characteristics. There are many questions the teacher can ask the students that are in this center

about the variety of materials, such as asking the child to measure how long something is and

then compare it to another object. This will promote higher-order thinking skills for children

(Strasser & Bresson, 2017). Make sure that throughout the school year the materials change, so

that the children do not become uninterested with this center (Beaver, Wyatt, & Jackman, 2016).

Adding new materials and objects will continue the child’s curiosity and they will want to

explore those new items. Materials to include are magnifying glasses, ruler/tape measures, rocks,

shells, sticks, magnets, paper, and writing utensils. This variety of materials will support a

child’s curiosity with different textures.

The sensory part of this center also has to do with the children’s exploration of different

textured materials and different items that get them to use their senses. Some fun materials for

preschool children that the teacher should provide are playdough, gel balls, slime, and sand.

Children love being able to do hands on activities and these provide that for them. The

playdough and slime can even be made homemade by the teacher. These are great materials for

children to explore and see what they are able to do with them.

Art Center

The art center is a great area where children can really express themselves verbally and

nonverbally. A great way for children to not only just create artwork, but to really work on their

higher-level thinking skills, is for the teacher to interact with and support the children working in
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this center. The teacher can ask questions that really get the individual thinking and

understanding what they are actually creating. It is important to ask the child questions before,

during, and after their art experience. In this area, according to Elliot Eisner, children learn

“there isn’t just a single answer to a question, people view the world differently, art is a

nonverbal way of expressing yourself, sometimes little changes can make a big difference,

experiencing a work of art can inspire an emotional reaction in children” (Strasser & Bresson,

2017). These are very important concepts for children to understand at an early age as they are

continuing to develop everyday.

Math Center

The math center is in the preschool environment so that at an early age children can begin

to explore and learn about mathematical concepts. Include materials like geometric blocks,

manipulatives, rulers, money, number lines, flashcards, puzzles, and 3D shapes. These different

materials are great for child exploration. Not only are they exploring, but they are seeing what

numbers look like and building their mental number line. As the teacher, when observing

children working in this group, ask them to count for you or have them point out what shapes are

what. Even having the child make different patterns is a great way to work on cognitive thinking

skills.

The math center is an important part of the preschool learning environment because by

the time the children are suppose to advance to Kindergarten, it is helpful to have already

internalized many mathematical concepts like counting, number recognition, pattern recognition,

and so on. Incorporating different activities that the children can do in this center is a great way

to prompt them into learning something related to mathematics.

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Library Center

The library center is one area of the room that is filled with language and literacy. It is

important to have this center so children can develop their language and literacy skills early,

because some children may not be exposed to print and text at home. In this center, include many

books for the children to choose from that interest them. There should be a comfortable area for

the children to sit and read or look at different books (Beaver, Wyatt, & Jackman, 2016). Also

having pictures of children reading is a great way for children to understand how to hold a book.

Exposing children to print is so important. When children enter preschool it may be their first

time seeing a book. So making sure that all of your students become comfortable and

knowledgeable about the concepts of a book and print is important. The books in the library

center should be organized so that the children know where to go when they are finding a book

that they want to read. Having the children read to you or point things out in the book is a great

way for children to begin to understand parts of the book.

Relaxation & Calming Center

The relaxation and calming center is intended as a place for children to go to when they

are either feeling angry or upset. It is a place for a child to go to get away from the rest of the

class and calm down and think about and deal with how they are feeling. This is important to

include in a classroom because many times children struggle with how to deal with their feelings,

so incorporating a place to go to for a child to relax and calm down is essential. Sometimes

children just need to be left alone from their peers, which is another reason why this center is

important to include in the classroom. In the center include material such as a headset for the

children to listen to soothing music on, stuffed animals, stress toys, and different pictures that
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show children handling their feelings and emotions. All of the materials support children

handling their emotions.

Writing Center

“Preschoolers need writing to help them learn about reading and reading to help them

learn about writing. They need to talk and listen to help them learn about both” (Roskos,

Christie, & Richgels, 2015). This quote explains the importance of why writing needs to be

included in the classroom environment. Writing is a great way for children to express their

thought and feeling. Although at the preschool level most children are only able to write some

letters, they can still explain their writing to the teacher, verbally expressing what it is that they

wrote. In the writing center it is important to include a variety of writing materials such as

different shapes, sizes, and colors of paper and different writing utensils like markers, pens,

pencils, and crayons (Beaver, Wyatt, & Jackman, 2016). This will make the center more inviting

for the children.

Conclusion

Overall, this preschool environmental design really promotes and enhances students’

learning and development. It is designed to include different areas and materials that they are

able to explore throughout the school year. The different centers will support and accommodate

to the children’s needs and growth. The most important purpose of this preschool’s

environmental design is to really encourage each child’s growth physically, socially,

emotionally, cognitively, creatively, intellectually, and spiritually. These are all the different

areas of a child’s wellbeing, and this classroom will support all of these. In conclusion, this
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preschool design provides each child with all of the essential learning supports that will help

them grow developmentally.

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Primary Environmental 
Layout & Description 
   
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Primary Setting
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Introduction

The following classroom design is for a lower primary grade (Kindergarten-2nd grade).

Centers, storage, decoration, and technology are all important elements in the classroom. This

classroom stresses hands-on learning to develop the whole child. In order to do so, this design

incorporates learning centers and other tools to help do so. Students desks are placed in the

center of the room to put an emphasis on their education. This learning environment is all about

them. All items students can use without guidance are in reach of the students.

Math Center

It is important that the science and math centers are located near each other in the

classroom. Science and math often include collaborative work and discussions. Placing these two

stations in their own separate corner away from everything else is important. Since these centers

often require collaboration and discussions, placing them away from quieter centers that require

focus is important (Beaver, Wyatt, & Jackman, 2016).

The math center should include various writing materials for the students to practice their

math. Manipulatives, games, flash cards, and other learning materials will be accessible for all

students. They can do group work, solo work, or work with a partner. Collaboration among

classmates encourages the growth of a students social/emotional and cognitive skills. A math

center should be organized and contain manipulatives for the students to use. This center will

also contain weekly math worksheets that focus on higher-order thinking as opposed to rote

learning.

Science Center
 31

It is important that the science and math centers are located near each other in the

classroom, because there are many opportunities for integration. Science and math often include

collaborative work and discussions. Placing these two stations in their own separate corner away

from everything else is important.

The science center should promote inquiry and investigations among students. Therefore,

the center should be away from quieter centers. It is important that this center has the necessary

tools to make these investigations fun and different. Allow students to keep a journal and record

their findings. Students can use a scale, eyedroppers, magnifying glasses, tweezers, and rulers to

investigate objects in the science center. A classroom pet may also be kept in this section of the

room. Students can watch the animal and keep track of its movements!

This center is important for students. It helps their intellectual development by promoting

problem solving, experiments, and inquiry.

Music/Listening Center

The music and listening center allows students to explore their artistic development and

listening skills. Various musical instruments, listening devices, speakers, and records can be

provided for students to explore. Providing music and stories read aloud from different cultures

and ethnicities will allow students experience the different things the world has to offer (Beaver,

Wyatt, & Jackman, 2016).

This center should include a CD player, tapes about rhythm and literature, and various

instruments that the students can play. This center also encourages students to use their

imagination in different ways and express their feelings.

Writing Center
 32

The writing center contains various reading and writing materials. A variety of examples

allow children to explore all aspects of writing. Students will develop their language learning

skills and writing skills. Early writing experiences are provided in the center and give the

students the chance to have authentic learning experiences in the classroom.

Library Center

The library center in the classroom is a well lit area filled with natural and artificial

lighting to help students view text and pictures clearly. Lighting is an important part of

classroom environment. Too much artificial light can cause headaches (Wierman, 2016). Studies

have shown that learning rates have increased when a classroom is filled with more natural

lighting (Wierman, 2016). This center is in a far corner of the classroom away from other centers

that may cause distractions. A library center is important because it familiarizes students with

print and its meaning (Beaver, Wyatt, & Jackman, 2016). It also allows students to develop a

love for reading.

This center contains a rug, multiple shelves of books organized by reading level, and

multiple comfortable chairs for students to relax and read in. Along with reading level, books

about the current curriculum should be included in the library center shelves as well. It is

important that books are appropriate for the student’s grade level and incorporates different

ethnicities, cultures, and races (Beaver, Wyatt, & Jackman, 2016).

Art Center

An art center should contain appropriate art supplies for the students to use without

having to ask permission. Appropriate materials give the students chances to explore,

experiment, and even share their feelings in a different way. The art center should encourage
 33

students to develop their social/emotional skills, self-expression skills, creativity, and increase

their self-awareness. The art center should encourage listening, speaking, and vocabulary

development. Students should be able to create art and reflect on it, create narratives about

artwork, and discover the value of art in our everyday lives (Grade-by-grade, 2018).

Computer Center

The computer center contains long tables with computers and chairs. The computers

should be facing away from the windows so that there is no glare from the sunlight (Strasser &

Bresson, 2017). The computer center allows students to work both independently and in pairs.

Students will need to know how to work the computer in order to accurately use them. Students

can practice their typing skills and practice other skills. Computers can be used to do research,

learn math, and practice their reading and writing skills.

Along with a computer center, the classroom should include a smartboard projector for

the teacher to utilize. The students and the teacher can use the smartboard to play games, read,

write, take notes, and encourage positive experiences with technology. It is important students

develop their knowledge of technology because the world relies so heavily on it. The earlier

students interact with technology for learning opportunities, the more their skills will develop.

Conclusion

This classroom design allows students to flourish in a positive learning environment.

Two different articles report on what key elements a classroom should have. One states that a

21st century classroom should contain four key elements: a flexible layout, furniture for utility,

technology integration, and a light-filled environment (Wierman, 2016). All of these elements

are prevalent in this classroom design. It is important for a functioning classroom design to take
 34

all of theses factors into consideration. The classroom itself should be very organized. If students

can’t find the materials they are looking for they may become frustrated and begin to dislike

centers. Learning centers are designed to promote collaboration with peers and provide students

with a break from time to time. It is important that students participate in all centers so they can

develop all of their learning skills.

 35

 
 
 
 
Outdoor Environmental 
Layout & Description   
 36

 
Outdoor Setting 
 37

Introduction

The outdoor environment that our team created provides a rich atmosphere filled with

natural materials and equipment for students to use. This environment encourages growth in

children’s development. It contains many aspects that allow children to work on their gross

motor skills, which supports physical development as well. Within the environment, there are

many areas that give children a variety of materials and resources to go to that not only support

physical development, but cognitive development also. As a teacher, it is important to ask your

students questions because this will promote the students use of their higher-order thinking skills

(Strasser & Bresson, 2017).Our team designed an inviting and welcoming environment that is

kid-friendly and promotes child development through play.

Bike & Scooter Area

The bike and scooter area is located on the blacktop area so that the children can ride

freely around the designated area on a smooth surface. This area is great for children to practice

their gross motor skills. Learning how to ride a bicycle is something that children should begin to

learn at an early age, especially understanding the concept of how to. This area will support this

part of children’s development. There are many ways to incorporate a lesson into this area as

well, which will support cognitive development. One example is teaching the students about

different traffic signs, and they can use their bikes to pretend to be cars. There are so many ways

you can incorporate learning lessons into children’s play (Beaver, Wyatt, & Jackman, 2016).

Basketball Hoop

The basketball hoop is for the children to use to play different types of games with the

basketball. There are many games for children to play besides an ordinary basketball game. A
 38

way to include math into a game is by having the children keep track of how many baskets they

make. This will help to continue their practice of gaining that mental number line. Also this is

another great way for children to practice their gross-motor skills by working on catching,

passing, and shooting the basketball.

Blacktop Games

The blacktop is an area that children can run around on and play games that don’t require

the grass area or the jungle gym. Games such as hopscotch, jump rope, etc. can be played in this

area. This area is another area where children can continue to practice their gross motor skills.

The bicycles and scooters are also located in this area allowing children to ride around on a

smooth surface.

Outdoor Storage

Having an area for storage is important to include in the outdoor environment so that

there is a place to store materials and equipment that are portable and/or need to be protected

from certain weather conditions. Also, children will have the responsibility of putting things

away that they got out when it is time to be done with them. This should be a place where

children are allowed to help themselves to the materials and equipment they want to play with,

so making sure that the storage area is accessible for children is important (Beaver, Wyatt, &

Jackman, 2016).

Art Area

Just like the indoor environment, it is important to incorporate art in the outdoor

environment as well (Beaver, Wyatt, & Jackman, 2016). The art area is a place for children to

use their imaginations with the different art materials. In our art area the wall of the side of the
 39

building is designed for children to write on using chalk. This will give children the opportunity

to write and draw what interests them or whatever they want to create.

Jungle Gym

The jungle gym that we created includes many components that really promote

gross-motor skills for children. It includes slides, tunnels, bridges, a rock climbing dome,

monkey bars, and more. These different aspects encourage children to grow physically, and

again, you can create an experience for the children to use more of their cognitive skills, which

will promotes high-order thinking. The jungle gym is a fun area that is really inviting for the

children to want to go to, climb around on, play freely, and explore different things they can do

on it.

Large Slide, Seesaw, & Balance Beam

In order to develop their physical skills, an outdoor classroom should have a variety of

equipment to do so. A slide, seesaw, and a balance beam are just some of the tools that can do

this. A slide allows students to experience going from a taller height to a shorter height in a

matter of seconds. A seesaw allows children to pump their legs and push off the ground to

suspend themselves in the air. Finally, a balance beam allows children to work on their balance

and coordination skills. These three manipulatives allow the students to use all parts of their

bodies and adapt their locomotor skills.

Swings

Swings allow children to develop their motor skills. By pumping their legs back and

forth, students are working on developing their leg muscles. Students also utilize their core

strength to stay upward on the swings. Swings can provide a lot of muscle movement and should
 40

be used carefully. Additionally, swings help children activate an awareness of their vestibular

system.

Bathroom

All outdoor environments should contain access to a bathroom, hand washing stations,

and drinking stations. It is important students have access to a bathroom and washroom during

outside play so that they can use the facilities where the teacher can view.

Creek

A creek allows students to have many different learning experiences. Children can

examine the creek and its surrounding and answer scientific questions. All aspects of the creek

can be monitored and experimented with by the students. The creek provides children with an

authentic experience with a natural landform, and the chance to investigate its traits and

components.

Hill

A hill allows children to run up and down it and also test the limits of gravity. Students

can try and push a number of objects down and up the hill to test scientific theories. Children can

also work on their motor skills by participating in physical activity near the hill.

Tree

A tree can provide many different learning experiences for students. It can be used in

many different subjects to bring experimentations and stories alive. Students can view the

different stages of life for a tree depending on where the tree begins its life at the school.

Students can also view the various kinds of life that revolves around a tree and the different

things a tree can produce for those who live near or in it.
 41

Music Area

The outdoor music area should contain durable, weather proof instruments students can

play on a variety of surfaces. This area will allow students to learn about rhythm, music, and

work on their coordination skills. Locomotor, large muscle, and fitness activities can easily be

combined with creative movement and music activities (Beaver, Wyatt, & Jackman, 2016). An

outdoor music area allows children to explore sounds they can make with different instruments

or items they find around the classroom. In our music area, we included a permanent music

board with parts that make different sounds when children interact with them.

Open Grass Area

The open grass area is beneficial, because it is a flexible and open-ended space. When

children develop their own ideas for games to play or things to do, this provides a space for them

to go to do these things. Children’s creativity is encouraged when they know there is a place for

their own ideas to be implemented. This may also be an effective space for whole-group lessons

and activities. Rather than using this outdoor environment solely for recess, teachers should

bring learning outside at other times throughout the day as well (Beaver, Wyatt, & Jackman,

2016). If teachers want to include the entire class in an activity outdoors - such as singing,

reading, yoga, napping, playing with water, art, or more - the open grass area can provide the

space for that. Therefore, this area has great potential to support all developmental domains.

Most commonly, young students may use this area for running and jumping, which

supports physical health and gross motor skills. This area provides children with a safe area to

run and engage in large movements without too much risk of getting hurt by equipment in the

way.
 42

Covered Pavilion

It is important to have a section of the outdoor environment that is covered so that it is

shaded from sun and protected from rain and snow (Beaver, Wyatt, & Jackman, 2016). Students

need to have outside experiences with all types of weather (Beaver, Wyatt, & Jackman, 2016).

For the very youngest children, just having this sensory experience promotes cognition, since

babies are sensory learners. For preschool and primary aged children, it helps them gain a better

understanding of the natural elements and different types of weather. However, while it is

important for children to be outside in different kinds of weather, some weather will be too

extreme or unpleasant for some children to stay out in too long. For very sunny days or while

there is precipitation, a covered pavilion offers children a space to go when their senses are

overwhelmed or they need a break, without having to go all the way inside. Additionally, even

when students are not overwhelmed by sun or precipitation, they may simply enjoy experiencing

the slight change in atmosphere of a covered area.

We placed the covered pavilion in the center of the outdoor environment, because it can

also serve as a place where teachers and students can stand or sit on benches to relax in the midst

of playing. When teachers spend time in the covered area, either on their own or because they are

tending to a child there, the pavilion’s placement allows teachers to have a clear view of all other

areas of the environment, so that they can make sure children are safe.

Garden

In the garden, children can grow vegetables, flowers, and other kinds of plants. By taking

care of the plants throughout the year, children will learn specific information about plants bugs,

and soil, but also more general concepts such as change, growth, and needs. It promotes gross
 43

and fine motor skills as children plant seeds, pull weeds, play with bugs, and water the plants.

Growing edible plants helps promote the excitement of healthy eating. The garden aids

social-emotional development, because students see the garden as a collaborative effort with

work and cooperation required from everyone in the school. The garden will also nurture

spiritual development as it helps children gain a respect and appreciation for life and caring for

others. The garden is placed in the more natural section of the outdoor environment.

Exploration Table

The exploration table is simply a small table located in the natural section of the outdoor

environment that can be used for examining objects found by the students outside. This nurtures

curiosity, allows children to practice their investigative skills, and gives students authentic

practice using simple scientific tools, such as binoculars, rulers, petri dishes, magnifying glasses,

balances, pipets, and more. There may also be science journals and other data recording tools to

include a literacy component. This table gives children a place to be creative and experiment

with the world around them. They will often work together at this table, which will support

social-emotional growth. As children work closely with small aspects of their environment, they

will gain fine-motor skill practice as well.

The exploration table gives children a way to connect more closely with nature and learn

about the environment around them. It was important to us to place the table near the garden and

the creek, because these are the areas where children will most likely find unique, unfamiliar

objects that they will be inspired to examine more closely.

Sand Area
 44

The sand area consists of a table filled with sanitary sand and toys and tools to use in it.

Sand provides an engaging learning experience because it is very sensory-based, which is how

young children learn (Beaver, Wyatt, & Jackman, 2016). When children play in sand, their

cognitive development is encouraged as they make shapes and designs, experiment with tools

and cause-and-effect, and observe unique properties of sand. Children’s social-emotional

development is nurtured as they work side by side and learn to share and play together. It

encourages creativity as children build and draw unique designs in the sand. The sand area is

also good practice for fine motor skills including both small muscle development and hand-eye

coordination.

Pretend Village

The pretend village consists of three child-size playhouses. Each house has its own

unique characteristics to provide variety. This is an important component of the outdoor

environment, because it encourages dramatic play. With extra space and a whole village, it

creates opportunities for dramatic play that is even more elaborate than what conveniently takes

place inside the classroom. This area is in the natural zone of the outdoor environment, because it

makes the village seem even more authentic and real, which children will greatly enjoy.

The pretend village greatly supports social-emotional development, because children

have to learn to coordinate roles, work through disagreements, and play together. Additionally, it

allows children to practice more adult roles and social conventions in a context that feels safe to

them. Also, as they act out different characters, they learn to see from others’ points of view

(Strasser & Bresson, 2017).

 45

Additionally, because dramatic play involves a variety of possible different scenarios to

reenact, there are many instances where math, literacy, creativity, spirituality, and physical

movement are naturally embedded within the children’s play.

Soccer Field

The soccer provides a space for organized games to take place, which is an essential part

of older children’s social-emotional and cognitive development (Beaver, Wyatt, & Jackman,

2016). Even for younger children, this space can encourage them to try out and be introduced to

organized games, even if they are not yet ready to fully engage in them. For all children, this

open space supports gross-motor development and coordination as children run, move, and kick

across such a large area. It may also nurture children’s creative development as they create

variations or entirely new games to try out on the field.

Conclusion

The outdoor environment provides plenty of opportunities for different kinds of play to

engage all children. Materials and equipment are authentic and open-ended to promote creativity

and to ensure that children can find endless opportunities for new and exciting learning to occur.

The environment balances natural components with familiar equipment to add further variety.

There are multiple opportunities for all areas of development to be supported and encouraged. It

is crucial for children to have frequent, quality experiences outdoors for their health and

well-being, and this environment encourages these kinds of opportunities.

 46

 
 
 
 
Preschool Learning 
Centers 
   
 47

Dramatic Play Center

Rationale: In this center, students act out various scenarios and engage their imagination. They

learn how to use various tools by pretending. This center is important, because it supports

social-emotional development as students learn to play together cooperatively and practice

various community and family roles. It also promotes cognitive and language development, as

children work through real-life situations. The center supports fine-motor skills as students

incorporate activities such as writing, using utensils, using tools, and more. The center supports

cultural awareness, as students can adapt their activities to their own cultural practices. It also

supports creativity and executive functioning, as children try new scenarios and make decisions

about what they want to do (Strasser & Bresson, 2017).

Dramatic Play Center

Total Cost: $407.60

Material Website Price

Wooden blocks Amazon $16.43

Tools Amazon $34.95

Toolbox
Workbench
Tool board

Dress-up clothes:

Doctor Amazon $18.49

Policeman Amazon $35.99

Fireman
Soldier
Pirate

Dress Amazon $12.99

Apron Amazon $6.50

 48

Cleaning supplies Amazon $9.99

telephones Amazon $8.99

notepads Amazon $5.47

money Amazon $9.99

Cash register Amazon $16.98

stage Amazon $29.99

puppets Amazon $15.69

kitchen Amazon $126.99

Dolls Amazon $27.94

Cradle
Bathtub
High chair
Walker
Swing
Infant seat
clothes

Doll stroller Amazon $11.99

Diaper bag Amazon $12.74

bottles Amazon $5.49

Science & Sensory Center

Rationale: In this center, children make observations and record what they discover with their

senses. This center encourages students to use sensory exploration by introducing them to new

textures, weights, and sizes. It fosters creativity by allowing the students to experiment with

materials and use sorting and matching skills. Along with sorting and matching skills, it allows
 49

students to describe and compare the objects they are sorting. In order to compare and describe

these objects, the students must use their five senses to explain what they are experiencing.

Students can use their active investigation skills to solve problems and create new things. It also

allows students to use tools to explore and experiment. Students can use these tools to explore

quantity and concepts of measurement. This station uses certain safety measures that the students

must understand and follow (Strasser & Bresson, 2017).

Science & Sensory Center

Total Cost: $159.13

Materials Website Price

Sensory table Amazon $95.25

Playdough (flour, salt, water, Walmart $12.14

and food coloring)

Water beads Amazon $6.99

Water --- Free

Sand Lowes $3.15 x 3

Gears Amazon $12.99

Magnets Walmart $4.24

Rocks & other nature Outside Free

materials

Things with different textures Already-owned household Free

items

Scales Walmart $8.95

Thermometer Amazon $9.12

 50

Library Center

Rationale: In this center, children look at books on their own or with teacher assistance. This

center is very beneficial to literacy development and for fostering a love of reading. Students are

able to choose which books interest them and focus on reading that is voluntary and pleasant.

The center exposes children to books and other types of text so that they develop important

conceptual understandings about books and print, as well as early phonics understandings.

Reading with teachers also greatly increases vocabulary development (Strasser & Bresson,

2017).

Library Center
Total Cost: $249.99

Materials Website Price

Books Garage sales $100

Book shelves Amazon $110

Sitting area/objects Amazon $39.99

Bean bags

Writing Center

Rationale: In this center, children experiment with literacy materials and practice scribbling,

drawing, and conventional and developmental stages of writing. This center promotes fine motor

skills by allowing students to enhance their writing skills. It exposes children to new words and

allows them to use a variety of materials to create these words. This center also encourages

children to role play. It enhances the students listening skills, vocabulary development, and

allows them to practice writing for different purposes. Students can learn to make books and
 51

learn how to begin and end a story. This center allows students to convey their ideas and write

them down (Strasser & Bresson, 2017).

Writing Center
Total Cost: $61.12

Materials Website Price

Lined and blank paper Amazon $12.74

Markers Amazon $12.96

Pencils Amazon $11.40

Crayons Amazon $10.04

Alphabet letters Amazon $13.98

Art Center

Rationale: In this center, students experiment with many different materials and make their own

physical creations. This area allows children to express their creativity and feelings. It can

improve their coordination skills in both hands and fingers. An art center also promotes sharing

and introduces the children to new materials. This center also helps students improve their social

and emotional development, organizational skills, and encourages students to use artistic

expression to show emotions and new ideas. This center also helps the students gain an

appreciation for the arts (Strasser & Bresson, 2017).

Art Center
Total Cost: $54.66

Materials Website Price

Markers Amazon $12.96

Crayons Amazon $10.04

 52

Stencils Amazon $7.99

Colored paper Amazon $9.53

Paints Amazon $4.64

Coloring books Amazon $9.50

Math Center

Rationale: In this center, students play with manipulatives that help to develop number sense,

spatial awareness, and other early mathematical concepts. This center is important because it

assists with children’s early math understandings and cognitive development. It provides lots of

practice with counting so that children can build their mental number line and one-to-one

correspondence. It also encourages problem solving, and helps to develop spatial awareness and

an understanding of patterns (Strasser & Bresson, 2017).

Math Center
Total Cost: $64.81

Materials Website Price

Geometric blocks Amazon $19.05

Manipulative cubes Amazon $8.49

Math flash cards Amazon $2.99

3D shapes Amazon $18.29

Puzzles Amazon $15.99

Relaxation & Calming Center

 53

Rationale: At this center, children interact with manipulatives to relieve stress. This center is

very important because it is devoted to children’s social-emotional development. Materials in

this center help children learn to think about, identify, and label their emotions. There are also

tools to help students calm down and regulate their emotions in appropriate ways. Emotional

regulation is a huge area of development at this time in children’s lives, so it is important that

they are supported in this area. Having this center available so that children can regulate their

feelings as needed also helps them have more productive experiences at the other centers

(Strasser & Bresson, 2017).

Relaxation & Calming Center

Total Cost: $99.70

Materials Website Price

Coloring books Amazon $5.00

Crayons Amazon $10.04

Markers Amazon $12.96

Paper Amazon $9.53

Comfy pillows Amazon $18.99

Headphones with music Amazon $11.00

Pictures of emotions Amazon $8.50

Stuffed animals Garage sales $5.00

Liquid timers Amazon $6.75

Stress balls/toys Amazon $12.00

 54

 
 
 
 
Learning Center Signs 
   
 55

Dramatic Play 
Center 

 
 
 
The dramatic play center lets children act out and learn about 
real-life situations and roles. It greatly benefits children’s social 
and emotional development as they learn to work together and 
coordinate roles. It also promotes children’s executive 
functioning skills and language development. It also often 
integrates writing, math, and fine motor skills within the 
children’s chosen play scenarios. 
 56

Science and 
Sensory Center  
 
 
 
This center promotes exploration, observation, active 
investigation, experimentation, asking questions, comparing 
and contrasting, and predicting. It allows students to use tools 
to explore and encourages them to use their five senses to 
describe what they are experiencing. This center uses different 
textures, weights, and objects that vary in size.   
 57

Library Center   
 

 
 
The library center lets children explore books that interest them 
and promotes literacy development. This center gives the child 
the independence of choosing a book of their choice. The 
student can also read to a teacher, which also promotes 
literacy development. This center exposes the children to 
different text and print, and gives them a chance to explore 
what is interesting to themselves. 
 58

Writing Center 

This center allows children to develop pre-requisite writing skills 

and phonics. Children have a chance to work with letters and 
letter recognition, as well as gradually progress through the 
various emergent stages of writing development. Children 
practice forming letters and working with letter sounds. This 
center also promotes development in fine motor skills.   
 59

Art Center  

 
 
 
 
This center allows your child to express their feelings in a 
creative way. It allows them to work on their fine and gross 
motor development, artistic appreciation, organizational skills, 
and their social and emotional development. It promotes 
sharing between classmates and introduces them to different 
materials.  
 60

Math Center

 
The math center is where the children begin focusing on math 
and cognitive skills. This center promotes practice in counting, 
where the students will begin to understand and create a 
mental number line. In this center, children will explore their 
problem solving skills and gain more knowledge on how to 
recognize patterns and different mathematical concepts.  
 61

Relaxation and 
Calming Center 
 
 
 
 
 
 
 
 
This center allows students to work on their social-emotional 
development. Students are allowed to use various instruments 
and methods to regulate and express their emotions. This 
center is a great area to let students come to when they are 
feeling that they need to calm down and think about their 
emotions and feelings. This is an important center to 
incorporate into the classroom environment because it allows 
for a place where students can go when they are feeling that 
they need to be alone or need to get away from the rest of the 
class for a few minutes.
 62

 
 
 
 
Individual Reflections   
 63

Katy  

Throughout this project, I learned a lot about creating a classroom that develops the

whole child. Children will spend a lot of their time in this environment and it needs to be

learning friendly. Different age groups require different materials for their environment to be

successful. This project allowed my colleagues and I to learn about different environments that

can be created for different age groups.

This project allowed my colleagues and I to practice collaboration among other

professionals. Our group was able to collaborate well together and plan our learning environment

step by step. We all worked together to create, plan, and design every aspect of the project. I

think we all did our fair share of work and always began the meetings positively. We always

accomplished a lot of work and were able to get the project done.

Before this project I had never considered the cost of all the items required for a good

classroom. A teacher at Valeska told me that all of the items she had in her classroom were

donated to her, she did not purchase a thing. She suggested collaborating with other teacher

friends to acquire the needed objects for a new classroom. I was also unaware of how many

theories and practices actually go into classrooms. Developing a classroom is an art form.

Everything has to be in the right order for the classroom to flow.

Overall, this classroom provided many challenges and presented my colleagues and I

with many different learning opportunities. I researched information on classrooms to learn more

about the environments we were creating and gained more insight into the little details I didn’t
 64

originally think of. This project tested my knowledge of an educational environment and pushed

me creatively.

   
 65

Sydney  

The Learning Environment Project has taught me many things throughout the process of

creating it. Working with and communicating with my team was key when developing each

environment in order for the process to go smoothly and successfully. My teammates and I

worked very well together. We all put in a lot of time and effort into the completion of this

project. We spent a lot of class time working together and spent some time out of class working

on our learning environment as well. I feel that we all were equally involved in the whole

process and communicated with one another throughout. We all had questions on some parts of

the projects, and within my team we were able to answer these questions together and learn from

it. I also learned so much from my team. They gave me many great ideas to think about when

designing the learning environment.

During the project, I learned a lot from our class textbook about what is important to

include in each different level classroom and the outdoor environment. The one thing that I really

got out of this project is making sure that the learning environment meets the needs of the

students. So making sure you include learning center and materials within those centers that will

benefit each child, and give them that learning experience. Also making sure that the child’s

developmental goals and levels are being supported throughout the classroom is important.

Creating the learning environment really gave me a better idea and understanding of the thought

process of what goes into the development of a classroom.

One thing that really caught my eye was the expense of the different materials for our

preschool classroom. I understand that everything adds up, but being on such a tight budget as a
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teacher really makes me want to be as resourceful as I can. My teammates and I discussed this a

little and we came up with many ways that we can eliminate the expense by making some things

homemade or just using materials that you have on hand and can create something with. So that

is something that I really need to make sure I do as a teacher is being as resourceful as possible.

Overall, I believe this project was a great learning experience. I will definitely use the

ideas and designs that my team and I came up with when thinking about how I want to set up and

design my future classroom. I believe making my classroom inviting for my students is so

important because I want them to be excited to come to school and explore the different areas

and materials I have incorporated into the classroom, which will benefit their development in

school.
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Lily 

I felt that this project was a valuable learning experience. Applying everything we knew

about effective environments to actually design them ourselves helped me internalize the major

concepts at a much deeper level. I am confident that when I am designing my classroom or other

learning environments in the future, I will think back to concepts I used for this project.

One way I have grown because of this project is in my ability to justify my decision

making about my classroom environment. Prior to completing this project, I feel I could have

designed a high-quality environment, but if I was asked why it was high-quality, I do not think I

could have described it with as much clarity or in as much depth. Because this project required

that we describe and provide rationales for our environmental components in such detail, I

believe I now have a deeper understanding about why we do certain things within our

environments. I think this is a very useful understanding to have, because I will now be better

able to explain to parents, administrators, or other teachers why I set up my environments the

way I do and why it creates a positive and effective atmosphere for children. I feel this allows me

to better advocate for children.

Another positive thing I have gained from this project is that I feel pride in having

accomplished such a complex task with my teammates. At first thought, this doesn’t sound like a

very important outcome. However, to me the project sort of represents tangible proof that being

an early childhood educator is an important, complex, specialized job that requires a ton of skill

and planning and thought. Having done this project gives me more confidence to advocate for

the profession and work to convince others of how important and serious a job it is.
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Another valuable thing I learned from this project is more about infant and toddler

settings. I’ve never observed or worked in a group infant or toddler setting, so I realized I didn’t

have very much experience to base my knowledge off of. Coincidentally, I worked on the infant

and toddler layout, so I feel lucky that I got to spend a lot of time working on the environment I

have had the least experience with, because it taught me a lot. I studied more about what is

typically seen, and what is ideally seen, in infant and toddler settings. I also thought a lot more

about the environment than what I had before. I feel I learned a lot about infant and toddler

settings, and it helped me feel more prepared for when I soon observe in an infant and toddler

placement. I think I will be able to learn more from my actual experience in an infant and toddler

placement, having had studied it so thoroughly in this project.

I enjoyed this project and feel more prepared as a future early-childhood educator

because of it.
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