Embedded Files
Setting for Redesign: Indoor Classroom
Justification- An indoor classroom is the primary learning environment for young children and significantly influences their cognitive, social, and emotional development. A properly organized environment allows for more inclusion which can ensure all children feel welcome, supported, and engaged.
Proposed Improvements for Inclusivity
Flexible Seating- Incorporate various seating options such as bean bags, floor cushions, and adjustable chairs to accommodate different physical needs and learning preferences.
A well-lit room.
Sensory Area- Create a sensory corner with tactile materials, noise-canceling headphones, and calming visuals for children who need sensory input or a quiet space.
Wheelchair ramps
Universal Design- Ensure pathways are wide enough for wheelchairs and walkers, and furniture is adjustable to different heights.
Visual Supports- Use visual schedules, labels, and signs in multiple languages to support children with language barriers or learning disabilities.
Technology Integration- Include interactive whiteboards, tablets, and adaptive technology to support diverse learning styles.
Add sensory-friendly areas.
Ensure wheelchair accessibility.
Incorporate diverse learning materials that are age and developmentally appropriate,
Bathroom facilities that are easily accessible and allow for wheelchair access
Stimulating and Engaging Design
Interactive Learning Stations- Set up different learning stations inside the classroom (such as science center, library, dramatic play) to encourage exploration and hands-on learning.
Collaborative Spaces- Design areas for group work to promote social interaction and teamwork.
Nature Elements- Incorporate plants and nature-inspired decor to create a calming and stimulating environment.
Display Areas- Provide ample space to display children’s work, celebrating their achievements and fostering a sense of ownership and pride.
Background on the Early Childhood Centre used for practicum
Bright Start Elementary School (fictitious name) is a government-owned and operated school that is located on the main road in a small and quiet community. The school was built sixty years ago on 4th May 1963 and currently houses one hundred and eighty students (180) along with thirteen teachers (13) consisting of both male and female. The mission statement is “to provide a strong foundation for the holistic development of every child by providing optimal learning opportunities and experiences in a safe, trusting, and stimulating environment.” Students can be admitted to the school from the age of four (4) and leave at the age of approximately eleven (11) or twelve (12) years old when they graduate after writing the Caribbean Primary Exit Assessment (CPEA). The school consists of eight classrooms from kindergarten to Grade six, the principal’s office, a library, a park, a sick bay area, and a bathroom and kitchen facility. For the day (10) days of practice teacher, I was placed in the kindergarten classroom. In kindergarten, there are two teachers and seventeen students, eleven boys and six girls. Two of the students in the classroom required additional assistance and therefore the teachers engaged in promoting inclusivity.
Daily Schedules and Routines
The schedule for the classroom is a simple routine that consists of activities to help the students develop holistically. The daily routine consists of;
The students are accompanied by their parents/ guardians and left at the gate, the students then enter the classroom and greet the teachers and other students. They engage in solitary or cooperative play until the bell rings.
The teacher then gets the students' attention, and they start devotion, sometimes the teacher allows a student to lead the devotion, they would sing a few of their favorite chorus and then say their morning prayer.
The teacher would then share a short bible story with students which would encourage them to build their character after which they engaged in breathing and stretching exercises as they prepared for the first lesson of the day.
The first structured lesson of the day usually starts after the bible story; the teacher would recap previous lessons and allow the sessions to be student-led. Additionally, the teachers incorporate differentiated activities to assist the varying abilities of the students.
At the end of the lesson, the students eat their snacks and use the bathroom.
After snack time the students are engaged in another structured activity.
At the end of the lesson, the students are escorted to the kitchen for their lunch, they are supervised during lunchtime however once they have finished eating, they are allowed to play.
After lunch, the students say their evening prayers then they are allowed fifteen minutes of nap or quiet time where cooperative play is observed, children are sharing ideas, and materials and forming friends.
After nap time, the teacher encourages the students to engage in free play with their classmates, drawing or colouring which encourages their creativity.
The students are then engaged in another structured lesson
The students say their afternoon prayers and are dismissed for the day.
Best Practices and Examples
● Every morning, after lunch and at dismissal time at the end of the day, the students greeted their teacher, assistant, and other classmates by saying “Good morning/ afternoon teachers and students” and I believe that the manners and discipline children develop at a young age would stay with them into adulthood.
● During devotion, the students were allowed to volunteer a song or prayer and this practice boosted their self-esteem and confidence.
● The teacher allowed the students to make decisions based on their interests so during the first week when the school had the literacy and numeracy week, the students decided on the book that they wanted to portray.
● Students were positively appraised for their efforts and good behavior, they were rewarded with stickers, stamps and also balloons.
● The teachers used short and catchy songs to reinforce lessons, this helped the students to understand what was being taught and allowed them to dance, clap and sing while also practicing memorization.
● Students were encouraged to use kind words to others, they were taught to be respectful of themselves and others.
● The teachers used differentiated strategies which were effective as each student has a unique way of learning.
Picture of current setting
2D model of redesigned setting
Description of Redesigned Space
Layout
Central Area- A large open space in the middle for circle time and group activities.
Learning Stations- Designated corners for different subjects and activities.
Quiet Zones- Small, cozy areas for individual work or downtime.
Bathroom facilities- Easy access to the bathroom facility with a special entrance for wheelchair.
Furniture and Equipment
Adjustable Tables and Chairs- To accommodate children of different heights and physical needs.
Soft Seating- Bean bags and floor cushions for flexible and comfortable seating.
Storage Units- Accessible shelves and bins for easy access to materials.
Materials
Inclusive Books- A diverse collection of books reflecting various cultures, languages, and abilities.
Manipulative- Toys and tools that support fine motor skills and cognitive development.
Art Supplies- A variety of materials to encourage creative expression.
Accessibility Feature
Wide Pathways- Ensuring ease of movement for children with mobility aids.
Adjustable Furniture- Height-adjustable tables and chairs.
Visual Supports- Multilingual labels and signs, and visual schedules.
Page updated
Report abuse