Learning Environment Project

Kalee Alter and Jill Szymkiewicz

ETE 328

Dr. Heljä Antola Crowe

 Learning Environment Project Kalee A and Jill S

ETE 328

Dr. Heljä Antola Crowe

Table of Contents:

Introduction & Rationale

Infant/Toddler Environment
description
Preschool Environment
description
Primary Grades Environment
description
Outdoor Environment
description
Centers for a primary classroom :
Dramatic play
Rationale and learning center sign
Blocks
rationale and learning center sign
Science/Math
Rationale and learning center sign
Library
Rationale and learning center sign
Sand/water
Rationale and learning center sign
Art
Rationale and learning center sign
Puzzles
rationale and learning center sign

Learning Center signs:

Dramatic play

Blocks

Science/math

1
 Library

Sand/water

Art

Puzzle

Introduction:

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 In ETE 328, we created a Learning Environment for infants/toddlers, preschool and

primary grades. We were also asked to create an outside play area for one of these grades.

Teacher candidates were asked to include rationales and descriptions for each grade level,

include different centers and signs for each grade level. We set up our classrooms using

different learning styles and special accommodations for different types of students. The purpose

of this project was to design different types of environments based on grade level and the needs

of our future students. We included a detailed supply list of the materials in our classroom to

gage how much the classroom would cost to set up. Each center had a sign so students knew the

objectives and what was expected of them.

Rationale:

We wanted to design a classroom where students could experience a positive

environment which encouraged them to play and grow. We used the whole child approach by

including the different domains in our classroom. The domains include: physical, creative,

intellectual, social-emotional, and language development. Our centers allowed students to

explore the learning environment through kinesthetic activities, peer relations and in a creative

way.

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Environment Layouts:

Infant/Toddler Setting

Description:

Students and caregivers have an opening section of the classroom where they can put

away their belongings, check their mailbox, and say goodbye to parents. Once they enter the

classroom, the right third of the area is dedicated to learning and play. There is a big rug with

chairs for the adults where children can look at books. There is a big obstacle course that is

colorful and soft for students to exercise and work on their motor skills. The alphabet rug in the

back corner has toy bins and buckets around the edges. There are two swings for the infants next

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to the window, facing the obstacle course. Finally on this side of the room, there are cribs that

can be adjusted based on the child’s age. On the left side of the classroom, there is a table with

chairs for the toddlers to eat at right by the refrigerator. There are a few high chairs for the

infants to eat at along the wall. There are also two sinks on this side of the room, one by the

feeding area and the other by the changing area. Spread throughout the room are storage

cabinets and garbage cans.

Preschool Setting

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Description:

This preschool classroom opens up to a very welcoming environment. Once students

walk into the room, they are greeted with fun colors and areas of play. There is a library center

with a large rug, couches, and bean bag chairs for students to sit on. There is also a big turning

cart with books on each side here. Next to the library area is a sand and water table for students

to work on their motor skills and senses. Against the wall are a stack of cots for naptime. There

is a large rug with multiple toy bins for various types of play and opportunities for the children to

interact with each other. The art center has a double sided easel and a cart with various art

supplies. The block center has a large rug that is another color to help the students know where

to go with shelves of toys. The home area has many types of kitchen appliances and objects for

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students to work on their dramatic play. The corner of the room has a bathroom with everything

needed in there. The center of the room has tables and chairs for students to do seat work and

work with the adults in the class. There is a sink by the snack cabinet for students to wash their

hands before and after snack. The locker area has cubbies for each child and a mailbox for

messages and papers to be sent home.

Primary Setting (first grade)

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Description:

Students will be assigned a table and a chair for one month at a time. They will then

rotate spots and have a new table group. There are multiple tables which will be used for the

math, writing, science, snack and computer station. There is an easel for art and painting time.

There are multiple storage areas for students to hang up their artwork. The teacher’s desk is in

the back so students have their space but can approach the teacher. The table next to the teacher’s

desk allows the teacher to work one-on-one with students on projects and classwork. The reading

center is far away from the rest of the classroom to promote quiet reading.

Outdoor Playground

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Description:

Students will have ample room to play and run around outside. We have covered the play

area in rubber because it’s safe, absorbs the sound and students can still play on it after it rains.

We have included a balance beam to allow students to work on gross motor skills and balance.

There are little tunnels outside for the students to take a break and relax alone. The swings allow

students to work on gross motor skills. The center of the playground houses a large climber

where students can build their strength and endurance. There is an easel outside which allows the

students to develop art skills while in nature. The sand pit allows students to be creative and

build different designs using their sensory motor skills. The sand pit is isolated so the sand stays

in the box. The trampoline is away from the slide so students can jump but not hurt anyone. The

jungle gym allows students to work on gross motor skills while playing with peers. We would

add bushes and trees to allow the students to play in nature. There are extra swings to students

can take turns playing on them. The corner of the area has a large storage bin to hold any

outdoor toys and extra materials.

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Primary Grade Center Rationale:

As a pair, we thought it was important to have a learning environment with many

different areas. We chose to include 8 different centers: dramatic play, blocks, science, math,

library, sand/water, art and puzzles. By having different centers, the student’s learning needs can

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be meet and developmentally appropriate for this age group. At each center, students will work

on communication and use the materials at the center. Students will also have a chance to

practice their new vocabulary with their peers. Our centers are all based on play, which is at the

core curriculum in the primary grades. We have included signs for each learning center which

describes what skills the students are working on based off the Developmental Standards and

Early Learning Standards. We have included Learning Center Signs for each center which

described the goals of the center for guest in our classroom such as parents or administration.

The goals for the dramatic play center include linguistic development and creativity. In blocks,

students work on different types of play and social/emotional skills. For the science and math

conjoined center, students work on problem solving and inquiry. In the library center, students

work on vocabulary development and spelling skills. In the sand and water conjoined center,

students work on the development of fine more skills and sharing materials. In the art center,

students work on writing and develop self-help skills. In the last center, puzzles, students work

on exploration and design skills.

1. Dramatic Play Center:

At the dramatic play center, we will target the development of the whole child. The

materials at this center will promote physical, social, emotional, intellectual and linguistic

development. The kitchen will promote dramatic and cooperative play because students can

pretend to be a chief, teacher or mom. The physical materials will allow students to channel an

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alternative persona while playing in this center while talking about their experiences by using

their new vocabulary. The young children will be able to play by themselves, next to a friend or

with a friend. Students will develop their emotional skills by sharing their toys and using

strategies to discuss their feelings when they are frustrated. We have included the specific

materials we would like to have in the learning center. Some materials that can be found in the

dramatic play center include a cash register, dolls, dress up clothes and kitchen materials. There

are storage bins in the corner of this center to house the materials and keep them organized.

Materials for Dramatic Play:

Item Name Image Cost($) Developmental Function

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Kitchen 169.99 Social

Cognitive

Linguistic

Motor

Table 9.99 Social/emotional

Adaptable

Chairs 27.45 for 4 chairs Seating

Dress up 229.99 Dramatic play

clothes Social/emotional

Linguistic

Social play

Dolls 69.00 Social/emotional

Cognitive

13
 19.95 Self- help

Doll clothes Social/emotional

Language

Social play

Play computer 31.49 Social/emotional

Creativity

Linguistic

Technolgy

Phone 9.99 Linguistic

Social/emotional

Self-help

Register 22.99 Self help

Cognitive

Language

Kinesthetic

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 Storage 2.59 (for 8) Storage

Total for this 593.43

center:

2. Block Center:

The block center promotes construction of materials, counting, linguistic skills, creativity

and problem- solving. There can be five students at a time at blocks, which is separated from the

rest of the classroom due to the loud noise level. There are blocks of different sizes, farm

animals, cars, cups, and roads. Students can work together when building their towns or by

themselves. First graders can count the different types of blocks after sorting them by shape or

size. Children can socialize and use their language skills when working on building their towns.

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We have also included cups which are a household materials that students can practice building

with. Some goals students work on while at this center include sorting by shape and size,

different types of play and fine motor skill development. When students build with blocks or

cups, they work on repetitive tasks, which helps with de-stressing and emotional regulation.

Materials for block center:

Item Image Cost ($) Developmental

Function

16
Block set 141.95 Fine motor

Social / emotional

Cars 5.72 Social/emotional

Linguistic

Cups 2.99 Fine motor

Social / emotional

Farm animals 4.49 Social/emotional

Linguistic

Roads 14.17 Play

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 Storage bins 2.59 (for 8) Storage

Total cost 171.91

3. Science/Math Center:

The science/math center has a table with different sensory materials on it. Students can

investigate, make lists comparing objects in groups or by themselves. The goals at this center

include: sorting, organizing, weighing, measuring and problem solving. Students can use a

variety of objects from nature and from the classroom. Students are encouraged to bring in items

from outside. They are also encouraged to bring books from the library corner into the science

center. This center will have materials added to it throughout the school year based on what the

students are studying and the changing weather outside. We have included a variety of materials

and activities for the students to manipulate in order to achieve the standards. The materials are

related to the students’ interest and these materials meet their changing needs. For the science

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part of this center, we have arranged our center to foster communication and collaboration. There

are tools that promote inquiry and the needed materials are accessible for students. Students will

have access to clipboards, composition notebooks, pencils, magnifying glass, binoculars,

telescope, and sorting bins. Science and math were put together because students are working on

many of the same skills.

Materials for science/math center:

Item Image Cost ($) Developmental

Function

Clipboards 19.99 Cognitive

Language

Literacy

Fine motor

Inquiry

19
 Data collection

Composition 1.19 each Discovery

notebook We need 20 Problem solving

Language

Literacy

Data collection

Pencils 29.99 Cognitive

Language

Literacy

fine motor

Inquiry

Magnifying glass 7.99 Cognitive

Language

Literacy

fine/gross motor

Inquiry

Discovery

Problem solving

Language

Literacy

20
Binoculars 12.99 Cognitive

Language

Literacy

fine/gross motor

Inquiry

Discovery

Problem solving

Language

Literacy

Telescope 20.99 Cognitive

Language

Literacy

fine/gross motor

Inquiry

Discovery

Problem solving

Language

Literacy

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Sorting bins 11.24 for 1 pack of 4 Sorting

Fine motor

Colored pencils 1.74 for 1 pack fine/gross motor

We need 5 packs Cognitive

Creativity

Sensory Table 49.99 fine/gross motor

Creativity

Linguistic

Discovery

inquiry

Calculator 19.99 Discovery

We need 5 Number sense

Inquiry

Problem solving

Measurement

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Dice 3.99 Discovery

Number sense

Inquiry

Problem solving

Fine motor

Number Lines 8.60 for 14 strips Number sense

We need 2 packs Inquiry

Problem solving

Fine/gross motor

Counting

Linguistic

Colored dots 3.99 for 144 pieces Number sense

Inquiry

Problem solving

fine/gross motor

Counting

Linguistic

Rulers 10.65 for 10 Number sense

We need 2 packs Inquiry

Problem solving

fine/gross motor

23
 Counting

Language

Measurement

Dry erase markers 8.29 Language

2 packs Literacy

Number sense

Counting

Total 348.69

4. Library Center:

The library center promotes language and literacy development. By providing the

students with various book genres and types, they have the opportunity to find books that they

know they will enjoy and also explore other book options. We have designed the center to be

comfortable and inviting so that students will be excited and can relax. Students can read to

themselves, read to someone else, or listen to a book. By using multiple senses, there will

always be a way to engage the students and keep them interested. Even though this is a calm

area, it will be active when students are moving to the different areas of the center. The

following materials are essential for this center but can be interchanged at various times of the

school year. While at the library center, students work on literacy, letter -to-sound

correspondence and story retelling.

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Materials for Library Center:

Item Image Cost ($) Developmental

Function

Chairs 138 x 2 Seating

Social

25
Table 148.75 Cognitive

Literacy

Book shelves 115.50 x 5 Cognitive

Literacy

Rug 91.85 Cognitive

Social

Literacy

Physical

Seating bench 303.75 Cognitive

Literacy

Social

Tabletop easel 101.18 Literacy

Cognitive

26
Book set 20.79 Literacy

Cognitive

Book set 39.99 Literacy

Cognitive

Book set 19.77 Literacy

Cognitive

Total 1,579.58

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5. Sand/Water Center:

The sand and water center provides opportunities for students to be active and engaged

with their senses. Students with special needs that require a little extra help with their sensory

development will enjoy their time here and will benefit greatly. Students can work on their math

and science skills, physical development, and social and emotional development. There are

smocks that students should wear while working here to protect their clothes. While at the

science portion of this center, students can work on creativity and exploration. They are also

provided with real world materials that can be found at a park, in their backyard, or in nature in

general. While at this center, students work on fine motor skill, language development, and

creative thinking skills.

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Materials for Sand/Water Center:

Item Image Cost ($) Developmental

Function

Sand and water table 106.95 Cognitive

Physical

Social

Emotional

Sand 3.35 Physical

Cognitive

Social

Emotional

29
Sand/water toys 11.39 Physical

Cognitive

Social

Smocks 9.34 x 4 Physical

Total 159.05

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6. Art Center:

An art center is essential for students of all ages to promote creativity and individuality.

Having a separate center for this in addition to art projects scheduled during class time allows

students create anything they want. Students can work alone, in pairs or with a group so it could

also promote social development. In this center, we have included various art supplies and tools,

lots of colors, and different types of paper and base materials. The materials can be switched out

at different times of the year so students do not get bored and they can incorporate the seasons

and themes. The goals for this center are to develop creativity, self-help skills, and social skills.

Students will be encouraged to use materials in unconventional ways.

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Materials for Art Center:

Item Image Cost ($) Developmental

Function

Dot art painters 14.99 Creativity

Cognitive

Fine motor

Ink pads 27.99 Creativity

Cognitive

Fine motor

Glue 13.99 Creativity

Cognitive

Fine motor

Glue sticks 4.99 Creativity

Cognitive

Fine motor

Stamps 29.99 Creativity

Cognitive

Fine motor

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Paint brushes 8.99 Creativity

Cognitive

Fine motor

Scissors 29.99 Creativity

Cognitive

Fine motor

Markers 27.99 Creativity

Cognitive

Fine motor

Crayons 59.99 Creativity

Cognitive

Fine motor

Colored pencils 69.99 Creativity

Cognitive

Fine motor

Stencils 19.99 Creativity

Cognitive

Fine motor

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Drawing paper 7.99 Creativity

Cognitive

Fine motor

Writing paper 5.99 Creativity

Cognitive

Fine motor

Construction paper 1.19 Creativity

Cognitive

Fine motor

Watercolor paint 2.79 x 10 Creativity

Cognitive

Fine motor

Paint 34.50 Creativity

Cognitive

Fine motor

Feathers 3.99 Creativity

Cognitive

Fine motor

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 Tissue paper 12.99 Creativity

Cognitive

Fine motor

Craft sticks 2.99 Creativity

Cognitive

Fine motor

Total 406.43

7. Puzzle Center:

Puzzles promote critical thinking skills and different cognitive abilities. They are a great

tool for students in primary grades to work with. Students can work together or work alone.

Puzzles can be put together on the floor or on a table depending on the preference of the student

and the size of the puzzle. This center could be in the same area of the classroom as the block

center because there is a rug and students can see options that they have. There could also be

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materials for students to create their own puzzles which promotes creativity. Students can then

share their own puzzles with their classmates so that they can feel proud of their work. The

goals for this center are to develop multiple types of play skills and to find their organizational

preferences.

Materials for Puzzle Center:

Item Image Cost ($) Developmental

Function

Puzzle maker 16.99 Creativity

Cognitive

Fine motor

36
Rug 91.85 Seating

Social

Shelf 115.50 Storage

Puzzle set 99.50 Social

Cognitive

Emotional

Puzzle set 199.00 Social

Cognitive

Emotional

Total 522.84

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Learning Center Signs:

The developmental focuses at the different centers include social/emotional, cognitive,

linguistic, problem solving skills, adaptable function skills, self-help, dramatic play, creativity,

kinesthetic learning, fine motor and gross motor skills, inquiry skills, measurement, sorting,

counting, continuing patterns and literacy. Students are working on playing with a friend,

developing language, self-help skills, fine/gross motor skills and being a creative thinker. The

learning center signs are based on the Early Learning Standards. By incorporating learning center

signs at each center, parents, guests and administration will know what the students are working

towards. The center signs will include:

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Dramatic play:

Students will be working on these skills:

● Social/emotional

● Cognitive

● Linguistic

● Fine motor

● Adaptability

● Dramatic play

● Self- help

● Creativity

● Kinesthetic

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 ● Solitary play

● Cooperative play

● Onlooker play

● Social play

Blocks:

Students will be working on these skills:

● Fine motor

● Social/emotional

● Linguistic

● Solitary play

● Cooperative play

● On-looker play

● Social play

● Sorting by shape and size

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Science/Math:

Students will be working on these skills:

● Cognitive

● Language

● Literacy

● Fine motor

● Inquiry

● Discovery

● Problem solving

● Recording

● Data collection

● Tools used for science and math

● Technology

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Library:

Students will be working on these skills:

● Story retelling

● Vocabulary

● Sequencing of events

● Spelling

● Phonics

● Cognitive

● Social

● Letter-to- sound correspondence

● Literacy

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Sand and Water:

Students will be working on these

skills:

● Fine motor skills

● Sharing materials

● Exploration

● Social/Emotional

● Physical abilities

● Thinking skills

● Creativity

● Language

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Art:

Students will be working on these skills:

● Creativity

● Fine motor skills

● Cognitive skills

● Self-help

● Solitary play

● Social skills

● Sharing

● Cooperative play

● Designing

● Writing

● Reading

44
Puzzles:

Students will be working on these skills:

● Social

● Solitary play

● Cooperative play

● Cognition

● Exploration

● Fine motor

● Design

● Art

● Sharing

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Project Reflection: Kalee Alter

My role in the project:

Jill and I divided who would design the rooms. I decided to do the primary grade room

and the outdoor environment. I was also in charge of creating the block, dramatic play and

math/science centers. I wrote the rationale for the center, made the materials list and calculated

the total amount for that center. I also created four learning center signs. Additionally, I wrote

the introduction/rationale for the project and helped edit the final product. Jill and I collaborated

during this entire process by using a Google Doc to make sure we were getting out work done.

Challenges:

When I was designing the layout for the primary grade room and outdoor environment, I

encountered many challenges with technology. It was very hard for me to get my ideas from my

head onto the computer screen because the design website did not have all the materials I

46
wanted. I had to preserve and try to imagine the students who would be in this classroom. I also

had to make sure that each student's’ learning needs were meet.

Another challenge I faced was finding a time to meet with my partner that worked for

both of our schedules. We were either in class or at novice, which left us half the day to find a

time for both of us to meet. It was hard for us to meet in the afternoon due to additional

responsibilities (such as class) or prior commitments. We were able to complete this project by

using a Google Doc, meeting during class time when it was cancelled or working on the project

during work time.

Collaboration Strengths and Weaknesses:

I believe I was a great group member because I communicated and collaborated with my

partner. I believe I made myself available to meet and I worked on the Google doc on my own

time. I also kept up to speed with the weekly schedule Jill and I layed out. I think I managed my

time well throughout this project. I came prepared to our group meetings, was on time and had

my work completed. I also came with multiple ideas but listened and incorporated the ideas of

my partner. I was accommodating when it was time to find a place and time to work because her

schedule was busier than mine in terms of work and different classes. I believe I displayed

qualities of being professional by reading and researching different layouts and by being

receptive to my partner’s feedback. I was a self advocate when I needed help with a portion of

the project or when I wanted her feedback. One of my weaknesses includes formatting. While

working on the project I would add my information but it did not always flow or make sense in

the spot I put it in. Jill and I worked together to reformat the project to make it cohesive but fix

the order to make it logical and chronological. Another weakness I had was the use of

technology. It took me a long time to find a classroom designer that had everything I wanted in

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it. In the end, I found two design tools ( Floorplanner and Play with a purpose for the outdoor

environment) that worked. When there was still something missing, I discussed it in the rational

portional.

What I learned:

I learned how to work with a multitude of technology and design tools. I also learned

how critical it is to make a learning environment that supports the different steps of development,

satisfy the different learning types but also promotes creativity. I was also able to view a wide

range of learning environments that were very different than what I had experienced in early

childhood environment. The learning environments we created enhance every students ability to

learn, supports their learning, and their cultural and language needs. I was able to go through an

extensive process with a partner, collaborate, communicate and reflect on the final product.

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Reflection: Jill Szymkiewicz

My role in the project:

Since we decided to divide the majority of the project in half, I created two of the

classroom environments, four of the primary room centers, and four of the center signs. I also

wrote the description that goes along with each part that I wrote. I created the infant/toddler

environment and the preschool environment. The four centers that I created were library, sand

and water, art, and puzzles. I wrote the center signs that go along with those centers. When the

project was completed, I formatted the paper and helped to edit it.

Challenges:

The main challenge that I faced was finding materials that I wanted to put in my

infant/toddler environment. I had never been in a setting like this, so it was difficult deciding

what was necessary and how everything would fit in the room. Once I found a website that

included the majority of the materials that I had in mind, the design seemed to fit together. The

preschool environment came much easier since I have been in them numerous times and have

ideas to base it off of.

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 I also found it difficult to set aside time to work on this project. I always met the

deadlines that we had set, but usually did not work until the end of the week. I found it helpful

when we worked in class because that time was made for working on this project. We only met

outside of class once, but whenever we had questions we had ways of contacting the other

person.

Strengths and Weaknesses:

I think that a strength that I had throughout the project was collaborating with my partner.

We made sure to talk about what we needed to get done every week so that we were always on

the same page. We set what each person would do based on our past experiences and what we

were interested in. Whenever Kalee wanted me to look over something she had done, I gave her

feedback and supported her thinking. Another strength that I had that supported our project was

organization. Every week or so, I would reorganize the paper so that everything flowed together

and was in the correct order.

A weakness that I had was a lack of motivation at the beginning of the project. I had a lot

of other work that I needed to get done and I knew that I still had a lot of time to work on this.

However, working with a partner that likes to get things done early really helped me. Once I got

started, it was easier to think about that I wanted to get done each day in relation to this project.

What I Learned:

I learned how important collaboration was overall. Without having a partner that wanted

to split the work evenly, this would have been a much bigger and longer project. I also learned

how professionalism corresponded with everything we did. We needed to make sure that we hit

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every deadline that we set so that we would not get behind. We also had to make sure that we

communicated so that this project would be a reflection of both of our work and ideas, not just

one person’s.

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References:

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