Physical Design

Resources for Physical Design:  **Links attached to underlined words

Calming Corner

• Blow-up chairs and couches

• Huggable weighted animal

• Lamps

Bean Desk for Teacher and Small Group Instruction: Bean Desks allow teachers to be more approachable while creating a collaborative space for small groups, questions, and work time. 

• Small Group Materials 

  • Pop-its for phonemes

  • Pointer Power

  • Reading Whisper Phone

Rainbow Rug for Whole-Group Instruction: Fosters a space for collaboration, morning meeting, and read alongs. 

• Rocking Chair

Word Wall 

• Sight Words

• Vocabulary

Sensory Table

• Sand 

• Pom Pom and Bottles

• Pouring Water

• Exploring Volume with Rice

• Bubbles

Construction Block Table

Dramatic Play:

• Kitchen

• Costumes

Practical Life

• Dishes and Bowls

• Cups and Pitcher

• Storage Cabinets Above for Crafts

Classroom Library

• Books connecting to exploration units

• Celebration Books

• Representation of Cultures and Race

Table Group Seating

• Size of students

In Classroom Bathroom/Sink

Mood Lighting:

• Lamps

• Dangling Lights 

Workplace Pocket Chart

High Table for Arts & Crafts

Rationale:

As we created our ideal classroom environment design, we initially thought of our key beliefs regarding collaboration and community. We designed the classroom with many spaces for collaboration because we believe children learn best from each other through group discussion and exploration. We also wanted to ensure students felt comfortable and encouraged to ask questions, which is why we designed our teacher desk in with the small group rainbow table. It allows for more fluidity and student agency across their learning. We also ensured the students felt the classroom was built for them by providing students with materials suited to their size and height. When students feel as though the space is designated for their learning and exploration, they will feel more comfortable engaging within the space sparking curiosity for the learning that surrounds them (Curtis and Carter, 2014, p. 20).  

In addition, because we are designing an early childhood classroom, we wanted students to be engaged with their five senses to develop their fine-motor skills. Three of the learning centers we prioritized create opportunities for students to experiment with aspects of the natural world. These textures and aromas allow students to investigate through their senses while applying their fine-motor skills of "dumping, poking, and making designs" (Curtis and Carter, 2014, p. 25). Furthermore, the Reggio Emilia approach emphasizes the importance of the environment and materials being a "third teacher," therefore, we wanted to "create formal, informal, and virtual spaces for children to express themselves and make choices" (Kuh, 2011, p. 3). In addition, we hope to continue to adapt these learning centers to evolve as students continue to express their interests and curiosity. Each year the environment of the classroom will shift based on the students interests and providing them agency in creating their classroom, which ensures each learner will feel valued and represented within their education (Kretchmar, 2024, w. 9).

In order for an early childhood classroom to promote trust and community, we need to prioritize creating connections across the classroom. As a group, we remember when our early childhood teachers would ask families to bring in pictures from home for students to display and share with their classmates. By providing resources like a family wall, it allows students to see their families and educators actively collaborating for the best interest of the child. It also helps students to transition into a new environment that is often accompanied with stress and loneliness. In addition, it also helps students express more to their classmates about their identity when they can refer to pictures and previous fun experiences together. 

Lastly, we prioritized asking ourselves if we provided opportunities for flexibility within the space. Curtis and Carter (2014) explained the purpose and importance of open-ended materials and "considering how the environment lends for growth and learning" (p. 92). Some of the key areas to think about were spaces for children to get away and relax, spaces where students can work without interruption, and if children could expand their play to other areas. This allows students to actively explore their learning desires and abilities without limitations. It also builds a trusting relationship  between the students and educator because the educator prioritizes and adapts the learning environment based on students wonderings.