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A well-arranged environment should enhance children’s development through learning and play. It facilitates classroom management and supports the implementation of curricular goals and objectives. The way the physical environment is designed and configured influences how children feel, act, and behave. The physical environment allows growth and development through activities and materials in defined play areas. Room arrangement for play activity plays an important role in students’ social and language interactions.
High Quality Learning Environments
High Quality Learning Environments
Quality Learning Environments
Quality Learning Environments
Learning Centers
Learning Centers
Quality Learning Environments for Kindergarten Classrooms
Quality Learning Environments for Kindergarten Classrooms
Sample Classroom Layout
Sample Classroom Layout
This guidance responds to the many questions the New York State Education Department’s (NYSED) Office of Early Learning (OEL) receives regarding whether or not mealtime can be included when calculating the instructional hours of prekindergarten programs for three- and four-year-old students.
This memorandum responds to questions our office has received regarding whether nap time is required for prekindergarten students who are in attendance for a full day (five or more hours per day) and other practices associated with the provision of nap time.
This memorandum provides toileting guidance and responds to the frequently asked questions the Office of Early Learning receives regarding toileting for children who attend a New York State-Administered prekindergarten or a district kindergarten program.
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