你知道吗

As discussed in the Introduction lesson, environments send powerful messages. A carefully planned environment can help preschoolers feel calm and secure, while at the same time, engaged and inquisitive. In the first lesson, we introduced general ideas to consider when designing environments for preschoolers, and key classroom interest areas that foster learning. However, when designing or redesigning your classroom space, it is also important to consider logistics, aesthetics, organization and the needs of all children in the space.

物流设计

在幼儿园的教室里亚慱彩票，你需要一些空间来进行小组活动、隐私、存储和展示。

集团活动的地方

虽然孩子们主要是通过游戏学习，但为大型小组会议或活动规划区域也很重要。晨会和故事时间构建课堂社区和识字技能。为这些活动指定空间，并将其设计为尽量减少分心可以帮助你充分利用这些时间。这并不意味着你只需要一个小组活动的地方。在一些小教室里，这根本不可能。在这样的教室里，老师可以发挥创造力！街区区域是大型团体活动的理想场所。简单地用床单盖住架子，或者用轮子在架子上翻来翻去，或者加上一个停车标志，都有助于将注意力分散到最小程度，并帮助孩子们成功地融入群体。在其他教室，图书馆或音乐活动区是大型集体活动的天然场所。只要确保有足够的空间让每个人都坐得舒服就行了。

Regardless of where you meet, it is important to think from a child’s point of view. We all feel better when we know how to be successful. For a preschool child, this might mean knowing where and how to sit, where to focus attention and what to do. Nametags, seat cushions and mats or other simple markers can help define children’s individual space within the group.

Places for Privacy

Preschool classrooms are high-energy places. Similar to adults, children sometimes need time and space to relax on their own. You can help children meet this need by offering spaces that are limited to one or two children. The library, a cozy corner, quiet games or other spaces of your room can help children calm themselves. Consider how the use of sheer fabrics or the placement of furniture can help create these cozy nooks and still provide good visibility.

储存和展示场所

亚慱彩票幼儿园的教室需要很多材料！玩具、书籍、游戏和其他资源定期轮换使用。在幼儿园教室中，至少要规划三种存储方式：开放式存储，供儿童使用；封闭式存储，供教师使用；私人物品存储（Dodge等人，2010）。规划儿童评估材料和艺术品的储存和展示也很重要。

• 开放式存储：For materials that are in active use, teachers should store them on open, labeled shelves. As discussed next, open storage promotes accessibility.
• Closed Storage:办公用品、炊具或清洁液等工具不使用时应安全存放。同样，为这些物品指定并仔细标记安全位置很重要。这将有助于你保持库存和确保儿童的安全。
• Personal Storage:Children and adults need spaces to store their personal belongings. Children’s personal storage should be labeled with pictures and words. This helps send the message that each child belongs here. It can also help ease drop-off and pick-up routines. Personal storage spaces for children also allow them to easily access their personal items (e.g., a blanket, or gloves in preparation for going outdoors) when needed, supporting their autonomy. For adults’ personal storage, it is important to store items out of reach, as items such as purses or backpacks could contain materials unsafe for children (e.g., make-up or medicine).
• Display:存储和显示艺术品和投资组合向儿童发送有关其工作价值的强大消息，并帮助您更有效地完成工作。它与儿童沟通这是一个测试他们想法的地方，帮助您更轻松地跟踪儿童的发展进展。

Watch this video to see examples of ways classrooms have been designed for group activities, privacy and storage.

Designing Spaces for Learning

Aesthetics

In the introductory lesson, we addressed that high-quality preschool programs send numerous positive messages to children. One of the best ways you can communicate to children that your classroom is “a good place to be” is through the small touches you place throughout the room that express the personality of the class.

Home-like

Children are more likely to feel they can be themselves and have a sense of belonging when their classroom environment is like their homes. There are many ways you can add personal touches to your classroom to create a home-like feel (we will address this more in the Materials lesson). For example, you can include:

• 软家具，如沙发或大型扶手椅
• Nontoxic plants
• Natural or soft lighting, through the use of window or lamps
• 扔枕头，垫子
• Other decorative touches, such as area rugs or repurposed furniture
• Family photos from the children and staff
• Inexpensive frames to hang children’s artwork on the walls
• Neutral paint colors

记住孩子们可能在教室每天花几个小时。创造放松，家庭类似的环境至关重要。在视觉压倒性的空间中花费八个或十二小时，它可能会压倒八个或十二个小时，明亮的灯光或鲜艳的色彩。家庭环境的环境，除了隐私和安静的地区的地方，提供儿童有机会在需要时寻求平静。

包括孩子和他们的家人的照片，结合个人存储和展示儿童艺术品，是另一个伟大的方式来传达这个空间属于儿童。当展示图片或添加装饰性的触感时，记得在孩子们的视线水平悬挂或提供许多物品，以强调他们是教室空间的重要成员。

Inviting Engagement: Provocations

You can also offer items of beauty or wonder in the classroom that invite children’s exploration and engagement using provocations. A provocation is a picture, experience or item that provokes thought, interest, questions or creativity (Edwards, 2002). In the Materials lesson ahead, we will address different considerations when selecting materials for your classroom. Provocations can help “provoke” children to use, think about or see materials in new ways. When designing your classroom, it can be useful to think about how you will incorporate provocations. Your inspiration for what provocations to offer will often come from children’s current interests and their learning goals. Provocations could be:

• 图片：Including pictures of children’s interests can help extend exploration of certain concepts and sends the message that children’s ideas are valued in your classroom. Use pictures of real items as much as possible.
• 事件或经历：For example, go on a field trip, a nature walk outdoors or host a “tea party” in your classroom. You can also take pictures during the event to display later. Pictures like these, in conjunction with personal storage and children’s artwork, also communicate that this space belongs to the children.
• 书:Strategically placing books relevant to children’s current interests around the room can change their play and engagement. For example, offer a book on robots next to a bin of recycled materials.
• 来自大自然的物品：这包括你从外面收集的物品，如树叶或坚果，或一瓶鲜花。
• Simple Changes in Display:例如，在块区域中添加一个儿童安全镜子，铺设了一个上面的一些玩具船，可以帮助孩子们更多地了解水运，并刺激它们以创造不同的船只和驳船。
  

Consider the placement of your provocations. What are you hoping children will do within each interest area? What concepts are you currently exploring and how might a provocation in certain areas help extend or focus children’s play? Provocations are meant to be a guide or a point of inspiration for how children can engage with certain materials or spaces, but remember they are not meant to be an ultimatum for what children are supposed to do in each area or with the materials. For example, perhaps you set up a restaurant scene with corresponding props in the dramatic play space, but today, the children are using it as their home kitchen. That is alright; not every provocation will interest every child. If children consistently ignore certain provocations that can be a sign they are no longer interested in that particular concept or idea.

Designing for All

When you look to design or redesign your classroom, you need to consider the needs and learning goals for all children. Each time a new preschooler enters your room, you should consider what changes need to be made to best support their engagement in the classroom. For children with special needs, it is important to speak with the child’s family and your trainer, coach or supervisor so you know the child’s particular needs and what supports will help them. As we will discuss in the Materials lesson, assuring that your classroom is welcoming to children from diverse cultural backgrounds is also critical to supporting the success of all children in your room.

In terms of environmental design, you may need to consider the physical space within interest areas or pathways between interest areas to assure children with physical disabilities can easily move around and participate. In addition, all children, but particularly children with social or behavioral needs or certain developmental disabilities, may benefit from a designated “cool down” area, where they can easily access materials that help them soothe themselves and where they can spend some minutes alone. In the “cool down” space, you could also offer pictures of children expressing different emotions to help children identify what they feel, and pictures with words about different calming strategies (e.g., “take deep breaths”). For children with autism or communication difficulties, it can also be helpful to provide multiple visual cues for how to use the spaces and materials. This could include providing a picture of children safely playing in the space within the “entrance” to each interest area, or offering a small series of pictures showing how a child could pinch or roll the clay with their hands or use the available clay tools next to the clay in the art area. See Kids Included Together (KIT) for more ideas on how to support children with special needs in your setting (https://www.kit.org/who-we-are/our-work/).

有关创建环境以支持所有子项的更多信息，请查看此视频。您还可以看到有特殊需求的儿童的环境支持，自适应设备和材料的例子学习附件。

Cultivating Spaces For All Learners

Organization

Imagine walking into your familiar neighborhood grocery store to quickly grab an ingredient for dinner, only to discover the aisles and items have been rearranged or are no longer available. What should have been a quick trip now has turned into a 30-minute scavenger hunt. You would probably feel frustrated and discouraged. Children can also feel frustrated when they cannot find what they need and when materials for play are unavailable.

As teachers, it is your responsibility to make sure materials are easily accessible and well organized. When organizing your materials, you should think about three goals: independence, easy use and learning.

组织独立性

First, we want children to know that they can find and use materials on their own. The best way to accomplish this is to store materials on low, open shelves. This allows children to see the materials available, make a choice and return the item without adult support. Use low, open shelves to display the toys and materials in a simple and attractive way. Keep in mind, though, that too many choices can be overwhelming.

Second, we want children to learn to use signs and symbols in the environment to support their independence. The major way we help them do this is by carefully labeling objects or the places where objects belong. The best labels use written words plus pictures or parts of the object (like a puzzle piece on a puzzle box). Labeling not only helps children learn to clean up independently, it also creates a print-rich environment. As an added benefit, you may find yourself giving fewer directions and reminders. When children can engage independently with materials, you have more time for interacting and expanding learning opportunities.

Organize for Easy Use

Materials should be organized so children want to interact with them. It is important to organize your materials so children can find what they need when they need it. This too helps children know “I can do things on my own.” Organized materials empower children to try out ideas and use new materials. When organizing for easy use, think about storing like materials together. Like materials are things that go together or materials that are necessary for certain activities. Think like a child: If I want to work at the writing center, what will I need or want? Placing pencils, crayons, markers, paper, scissors, stickers, stencils, stamps, letter cards, word cards, name cards and picture dictionaries all together in the writing area can allow children to get instantly involved in their ideas. This means you may have duplicate materials in many areas of the room. Pencils, paper and clipboards are also useful in the construction and dramatic play areas, so a set should be stored there for easy use.

The types of storage you choose, including bins, baskets and containers, can affect how easily children access and put away materials. For example, storing books on a shelving unit that allows children to see the full front covers may spark greater interest in reading and make it easier for children to choose a book they find interesting. Storing simple wooden puzzles on a puzzle rack will also make it easier for children to choose a puzzle and return it to its place when finished playing. Storage bins should be open (without lids) for materials that you want children to access themselves. Bins should also be made of lightweight material (e.g., plastic vs. metal) and not too large or too heavy that children cannot handle them on their own. Clear plastic bins will allow children to easily see the materials that are inside. Bins should also be large enough to accommodate materials without tipping over. Baskets should not be made of materials that could poke or scratch children, and should not be used to store materials that can fall out through the holes (e.g., crayons). Wheeled carts that can transport books or bins of materials may make it easier to rotate materials.

The steps you take to organize for independence and easy use will also help you keep the space tidy, prevent tripping hazards and ensure clear pathways to exits in emergencies. Children will know where materials belong and they won’t have to carry materials far from their storage spaces. Furthermore, these strategies help children respect the materials and the classroom environment.

组织学习yabo电子游艺

如上所述与挑衅概念，您可以组织您的空间，以激发或建立在儿童的利益上。可以安排显示（例如，图片，海报或墙壁挂钩），帮助儿童探索想法或尝试附近的适当材料。展示应该是儿童的眼睛水平，应该包含自己的工作，与他们的兴趣相关的图片，或者图片意味着帮助引发进一步的探索。他们应该反映社区中教室或家庭中不同儿童的背景，知识和经验。为了维持儿童参与的游戏和学习，您将定期旋转材料，因此儿童有机会使用不同类型的材料。yabo电子游艺

You can organize your space so children encounter meaningful learning opportunities throughout the day. This means providing well-organized and well-planned literacy, math, science and social studies materials in interest areas. For example, offer a basket of menus, pads for taking orders, shopping lists and cookbooks in the dramatic play area. Keep tape measures, clipboards, blueprints and books about famous structures in the block area. The art area can include books, paintings or other materials from a wide array of cultures.

See

It’s important to organize your space and materials for independence, easy use and learning. Watch the following video and look at ways preschool teachers organize their materials to meet these three goals.

Organizing Materials for Play

做

课堂布置是一门艺术，也是一门科学。这是一门艺术，让你的教室感觉亲切，像一个家。这是一门科学，因为你使用的知识，发展适当的做法，以计划您的教室的平面图。

• 让教室有家的感觉：使用本课中的建议，让你的课堂既舒适又引人入胜。
• 给孩子他们需要什么：Recognize that children spend a lot of time in your program, and everybody needs a break sometimes. Provide a variety of ways children can take a little time for themselves; a quiet book area, a computer center or the art area can all provide a brief break from the busy, social day. This can be especially important for children with special needs.
• 未雨绸缪：Consider how you will use spaces for group activities, storage and display. Then identify the resources you need to make those spaces work. For example, ensure you have storage for items you use every day in your group spaces. A rolling cart that holds the day’s books, CDs or finger puppets can be very useful. Think about how you collect and use child assessment information. You might be more likely to keep your records current if they are in a visible location. List all the materials you will need in each space based on the activities, storage and displays that you are planning.
• Keep Safety A Priority:When designing your space, ensure you can supervise all areas, including private spaces. Make sure that you have secure storage for all items that are unsafe for children. A well-designed classroom will also keep children engaged in appropriate play and help prevent undesirable, unsafe behaviors (e.g., jumping, running). See the Safety course for more information.

记住你的教室给孩子们发信息。我们希望教室能帮助孩子们说，“我在这里可以自己做事情”和“这是一个我可以信任的地方”。你们的教室有一些简单的方法来传递这些信息。通过组织独立，易于使用和学习，你可以使你的教室成为一个更有效的空间，并为孩子们的学习做好准备。yabo电子游艺

• 确保货架和课堂材料克丽rly labeled and materials are stored where they are easy to use. You can use drawings or photographs to make labels.
• 存储棋盘游戏或游戏接近表或carpet at which they should be used.
• Store play-dough and utensils together. If children use trays or placemats with the dough, store those underneath the boxes of dough and utensils.
• 将艺术材料（珠子，棉花球，羽毛，丝带）放在艺术表附近的透明容器中。保持胶水，剪刀和纸上方便。
• Store all your outdoor toys in a large bag or basket near the door (if you do not have outside storage for these items).
• 考虑儿童将如何访问艺术，水和其他凌乱的戏剧。战略上储存手柄，所以孩子们可以在必要时得到它们。
• Trays can be a teacher’s best friend. They help organize materials and define each child’s space. If children only need a certain set of materials for an activity or game, consider preparing a set of trays with the necessary materials and storing them on tables or shelves for the children.
• Think about the materials you currently need to support the children’s interest, current skill level and learning goals. Remove and/or rotate materials to avoid overcluttering and to support focused engagement.