This practical life center will be a set area where kids ages 4-6 can engage with real-world experiences and develop life skills through hands-on activities. The materials and tools in this area include child sized utensils/dishes, cleaning tools like brooms and cloths, button and zipper boards, water play materials, food preparation tools, practical objects for care like dolls and plants, and sorting and transferring materials like trays and tweezers. This center is important and beneficial for many reasons. Engaging with these materials helps children learn to care for themselves and their environment which builds confidence and a sense of capability. This type of center aligns with Curtis and Carter's (2014) call for environments that foster children’s independence, self-efficacy, and connection to their surroundings. Additionally,  tasks like pouring water, buttoning, or sweeping involve precise movements which develop fine and gross motor skills. It also promotes problem solving because children must figure out how to accomplish tasks like transferring liquids without spilling, etc. Lastly, this center builds social and emotional skills through activities like caring for their environment and others (setting a table for peers). The emphasis on care for the environment and others in this center fosters emotional intelligence, responsibility, and empathy, which are central themes in Worley and Goble's article (2016). 

The construction and block center in particular helps to develop fine and gross motor skills. Students learn how to balance blocks and use creative ideas to make new things. Students engage in sharing and communication with others to either work together or share materials. Students will learn how to make different things and use their imagination. Thematic elements can be added to the block area like different animals, people, vehicles, and seasonal items. Students also develop their organizational skills when cleaning up in a block area because there are labeled areas on the shelves where each block type belongs. All of these ideas are echoed in our course reading Which Toys Promote High-Quality Reflections on the Five-Year Anniversary of the TIMPANI Study, "blocks inspire construction, make-believe, artistic expression, motor play, and shorting and categorizing" as well as language and social interaction improvement through playing with blocks (Trawick-Smith et al., 2014, p. 44). In the construction and block center, children are learning multidisciplinary skills that include motor skills, creativity, and social emotional learning. Teachers can engage in building with the students or let them play independently. 

This center allows students a space for them to explore their emotions more deeply and take a break if they are feeling overstimulated. Students use this space during quiet reading time, trading off students for the day/week, and will enter this area if they need a break from a lesson or activity. There is a weighted stuffed animal to help apply pressure to ease students' frustration and sadness to interpret a hug sensation from an adult when one is teaching a lesson. 

The dramatic play center will be a set area where kids ages 4 to 6 can do creative pretend play. The plan will be changed so that every child can use it. The kids will follow the rules, like giving each other proper turns, being friendly, and cleaning up after play. A rotating card system will keep track of time and ensure everyone is treated equally. Visual signals and a set schedule will help the kids play politely and cooperatively.