CENTER/INDEPENDENT WORKSTATION AREAS
Room is organized with at least seven recommended centers* that are well defined. There is space for large- and small-group meeting areas and good traffic flow throughout the classroom.
At least seven recommended centers are labeled with words and pictures/icons and labels are at child’s eye level. There are places for children’s name tags at each center or a central center planning board.
All centers have an adequate variety of materials. All center materials are accessible to children.
Most materials and shelves are neatly labeled with words and pictures/icons to facilitate children’s independent handling and storage of materials.
There are books in the library center and in four to six additional centers. Books are center specific (e.g., books about building in the construction center) or theme/topic related.
LITERACY AREAS
There is a classroom library area that includes at least 10 books of various genres (e.g., narratives, informational books, ABC books, counting books, etc.) that are displayed so they are easily accessible to children.
There is evidence of three or more read aloud supports in the large-group meeting area or centers.
There are three or more shared or interactive writing samples displayed and they appear recent (e.g., daily news from today/yesterday) or they appear to represent writing across various activity contexts (e.g., daily news + dictations from class science activity).
Journals are accessible to children and appear to be used on a regular basis with 1-2 dated entries per week. There is some evidence of teacher dictations, teacher assistance with invented spellings, or other scaffolded writing supports.
MEANINGFUL PRINT AREAS
Names are visible in six or more places in the room.
There is a letter wall at children’s eye level all of the words have pictures/icons. There is a variety of words including children’s names and theme/topic related words.
There is an abundance of authentic print that is accessible to children in the classroom.
There is a children’s daily schedule located at children’s eye level that includes words with pictures/icons for each activity. There may also be evidence that children/ teacher move an arrow or other marker to track which activity is occurring.
There is a rule chart posted at children’s eye level with words and pictures/icons. There are a limited number of rules (3-5) and the language is positive.
There is a helper chart with a job for every child in the class. The chart includes words as well as pictures/icons and is at children’s eye level.
INSTRUCTIONAL PLANNING & DELIVERY
Lesson plan is based on adopted core curriculum and theme/unit is evident. The lesson plan includes intentional activities for all parts of the daily schedule (i.e., wholegroup, small-group, center time, transitions).
There is a clear theme/unit being studied as evidenced by thematically linked artwork/objects, general classroom materials/play manipulatives, print, and books that are all linked to the thematic topic.
There are recent progress-monitoring assessment data and portfolios for each child. The portfolios contain many suggested entries and recently dated materials, suggesting frequent use.
There is a variety (4 or more samples) of children’s work displayed throughout the room or hallway. All children are represented in at least one of the samples displayed.
There are current oral language vocabulary cards posted in the centers with word and picture
There is substantial evidence of the use of Conscious Discipline methodology such as: A Safe Space, posted breathing exercises, evidence of I Love You Rituals, self-regulation tools, Wish You Well.
Additional Best Practices for an Early Childhood Classroom
Student Generated Alphabets
Student-Generated Alphabets are important and impactful in early childhood classrooms because they actively engage students in the learning process, making it personalized and meaningful. This practice helps to develop phonemic awareness, language skills, and creativity by allowing children to connect letters with their own experiences and backgrounds. Creating these alphabets fosters a sense of ownership and motivation, enhances social skills through collaboration, and provides a culturally relevant and inclusive learning environment. As a best practice, SGAs also serve as a constant visual reinforcement, supporting ongoing learning and family engagement.
Learning Pairs
Learning pairs or partners are important in early childhood classrooms because they promote collaborative learning, social interaction, and peer support. This practice encourages students to communicate, share ideas, and develop critical thinking skills together. Working in pairs helps children build positive relationships, enhances their ability to work as a team, and fosters a sense of responsibility and empathy. As a best practice, learning pairs provide opportunities for differentiated instruction, allowing students to learn from each other and support each other's growth, thereby creating a more inclusive and supportive learning environment.
Bilingual / Dual Language Classrooms
In a dual language or bilingual classroom, bilingual pairs involve pairing students who speak different primary languages so they can support each other in learning both languages. These pairs work by encouraging peer teaching, where students help each other understand content, practice language skills, and develop cultural competence. Recommendations for implementing bilingual pairs include:
1. Strategic Pairing: Pair students thoughtfully based on their language proficiency levels and personalities to maximize mutual support and cooperation.
2. Clear Objectives: Establish clear goals for language development and academic content learning for each pair.
3. Structured Activities: Design activities that require collaboration and language use, such as partner reading, cooperative projects, and language games.
4. Supportive Environment: Create a classroom culture that values both languages equally and encourages risk-taking and practice in both languages.
5. Regular Monitoring: Regularly assess the progress and dynamics of the pairs, providing guidance and adjustments as needed to ensure effective collaboration and learning.
Authentic Student Work Displayed
Displaying authentic student work is important and impactful in early childhood classrooms because it validates students' efforts, boosts their self-esteem, and fosters a sense of pride and ownership in their learning. This practice creates a classroom environment that celebrates creativity, individual expression, and diversity, making learning more relevant and engaging. Showcasing student work also encourages peer recognition and respect, promotes a growth mindset, and provides concrete examples of learning progress. As a best practice, it supports an inclusive and supportive atmosphere where every child's contributions are valued and displayed, reinforcing their motivation and commitment to learning.
Authentic Work vs. Craftivity
Authentic student work reflects a child's unique ideas, creativity, and learning, showcasing their individual thought processes and skills. It often involves original writing, drawing, or problem-solving that directly connects to the curriculum. In contrast, a "craftivity" is a more guided, template-based activity that focuses on following instructions to create a visually appealing product, often emphasizing the final appearance rather than the learning process behind it.
Student Writing
Writing in kindergarten is crucial because it develops foundational literacy skills, fosters self-expression, and enhances fine motor abilities. Encouraging invented spelling in pre-kindergarten promotes phonemic awareness, boosts confidence, and supports early literacy development by allowing children to experiment with sounds and letters. Labeling student drawings is important because it helps children make connections between spoken and written language, reinforces vocabulary, and validates their efforts, thereby fostering a deeper understanding and appreciation of the writing process.
Content Boards
Content boards for subjects like ELAR, Science/Social Studies, and Math are important and impactful in early childhood classrooms because they provide visual, organized, and accessible resources that reinforce key concepts and vocabulary. These boards help create a structured learning environment where students can easily reference information, making abstract ideas more concrete and understandable. They support continuous learning and engagement, as students can revisit and interact with the content regularly. As a best practice, content boards cater to diverse learning styles, encourage independent exploration, and serve as a dynamic tool for reinforcing lessons, fostering curiosity, and enhancing overall comprehension in young learners.
Vocabulary
Displaying academic vocabulary around the classroom is crucial for young students because it provides constant exposure to key terms, reinforcing their understanding and retention. It helps build a rich language environment that supports literacy and content knowledge, making learning more accessible and meaningful. Additionally, it encourages students to use and apply new words in their speaking and writing, enhancing their communication skills and academic confidence.
Friends and Family Board
A Friends and Family Board in Conscious Discipline is a display that features photos of students' friends, family members, and loved ones. It is important to have one in the classroom because it creates a sense of belonging and community, helping children feel connected and supported. This visual reminder of their relationships can provide emotional comfort, reduce anxiety, and foster a positive, inclusive classroom environment.