FULL

ENVIRONMENT SET-UP PLANNING SHEET

TO BE COMPLETED IN FULL DURING BLOCK WEEK
Student Name: Melissa Napoli Course Code: ECS 3060

Age Group: KIndergarten Date: January 30th - February 3rd

When planning a full room set-up, you should incorporate a minimum of four (4) centres and/or Learning
Experiences. In completing the write up of your full room set-up, you must make a list of the areas with a general
description of each. You must also plan and implement one (1) Learning Experience in addition to the four (4)
centres.
The purpose of the centres and/or Learning Experiences may derive from:
(a) Observations of children
(b) Extension of a previous experience
(c) Providing a new experience.
Objective:
Children will: #1: The children will exchange ideas and materials during play (ELECT, 1.6). #2: The children will begin
to write letters of the alphabet (identify lower case letter to each upper case) (ELECT, 3.14). #3: The children will use
a variety (different representation of) materials to express their ideas (ELECT, 4.3). #4: The children will describe
relationships such as smaller and bigger than (ELECT, 4.11). #5: The children will name and describe what they have
observed (ELECT, 4.5)



Centre or Learning Experience #1: Dramatic: "Valentine Themed Bake Shop"
Purpose: The purpose of this activity is for the children Modifications:
to get a feel of Valentine's Day, as well as be creative
and express themselves through the materials Stabilize: Ensure that all items are safe and child
provided in the given setting. They will also be friendly so the children will not get hurt while using
incorporting numeracy and literacy throughout their them
play, in relation to the theme of the bake shop.
Ex. Use plastic measuring cup instead of glass (that
could break and shatter around children)


Simplify: For the literacy component (written in the
menu), I will use simpler words (or not introduce as
Materials: Kitchen set, table, shelf, trays (variety), many) for the JKs
measuring cup, measuring spoons, wooden spoons, Ex. They will need to know to write their name on the
bowl, pretend food (cookies, cupcakes [made out of "To" and "From" cards, but will not need to write out
clay - with cupcake holders], eggs), cookie cutters, orders
aprons (2), menu, pretend flower arrangement, table
cloth, oven mit, stickers (for decorating cookies), note For the math component I will use smaller numbers
pad, pencils, "Bake Shop" sign, towel, valentine cards, Ex. A customer wants 5 sprinkles on their cookie
heart ziploc bags (candy grams) instead of 10


Enhance: For the SK students I will make them count
higher numbers, and familiarize themselves with more
words of the items/materials they are using
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Tweak: May use white board in classroom for menu to
make it easier, as well as bigger to see/read, instead of
a menu placed on the table

(Holland Bloorview, 2014)
Centre or Learning Experience #2: Literacy: "Alphabet Monster"
Purpose: The purpose of this activity is to have the Modifications:
children identify the lower case letter that corresponds
to the upper case letter that they retrieve from the Stabilize: Ensure that the students are seated in the
alphabet monster. To do so, they will pull out a upper literacy center while engaging with this activity
case letter, and find the lower case letter on the hand
out. Once they find it they will trace the letter.
Simplify: Children who are having difficulties with
identiying their lower case letters will have them in
order of the alphabet on their handout


Enhance: Children who find matching upper case with
Materials: Alphabet monster, upper case letter cards, lower case letters too easy will have to identify them
lower case letter hand out, pencils by searching for them out of order on the hand out


Tweak: The children can work in pairs or groups if they
do not want to work on their own or are having too
much difficulty

Ex. The children can take turns choosing a letter out of
the alphabet monsters mouth and can all find and trace
the letter that has been chosen
OR
They can turn it into a game and see who can find the
lower case letter that was chosen the quickest.

(Holland Bloorview, 2014)

Centre or Learning Experience #3: Creative: "Painting with Toothbrushes"
Purpose: The purpose of this activity is to show Modifications:
children that other materials can be used to do the
same thing as a material they are already used to. Stabilize: Ensure all colours are separated in containers
Children have painted with paint brushes or sponges, and have their own paint brush (this will avoid messes).
but have never experienced using a toothbrush to
complete the same task.
Simplify: Show child how to use toothbrush with one
colour
OR
Show child how to use the toothbrush with one
movement (side to side, up and down).


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Materials: Paper, tooth brush, paint Enhance: Show children how they can make
circles/drawings with the toothbrush
Addition: Stickers OR
Add stickers to decorate (child will be using more than
one material).



Tweak: If it is too difficult, use a different material
(sponges)
OR
Show children using a paintbrush its the same concept.



(Holland Bloorview, 2014)
Centre or Learning Experience #4: Discovery: "Rubber Duck Water Play"
Purpose: The purpose of this activity is to have the Modifications:
children explore in the water table with new materials.
I have incorporated math (size) by having rubber ducks Stabilize: Have up to 3 children play at the water table
that are small, medium, and large. The children will at a time so that every child can get a chance to use all
compare sizes of the rubber ducks. I have also added the materials. This will also prevent the materials from
toy boats which the children can use to explore with. being misused and the children will be able to explore
appropriately.
The boats can further extend the learning objective by
having the children notice which ducks may fit in the
boat and which ones would not, etc. Simplify: Have the child be able to recognize either
small or big if they are having difficulty, instead of both.


Enhance: If the child is understanding, ask them to
identify the duck that is between the smallest and
largest (medium duck).

Materials: Rubber ducks (4), Boats (2), water, food
colouring (blue) Tweak: If the children are acting silly, splashing, etc.,
we can limit the water table to one child at a time that
way they are more able to focus and learn as they
continue to play.



(Holland Bloorview, 2014)
Centre or Learning Experience #5: DIscovery/Science: "Ocean themed Sensory Jar"
Purpose: The children will be able to explore the ocean Modifications:
themed sensory jar. The children will observe and
describe/draw what they see. Stabilize: First, talk about the ocean. Ask them if they
have ever seen an ocean (or body of water) before. Ask
them if they know what kind of animals live in the
ocean, etc.

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Simplify: Have the children draw what they see (if they
are unable to write)
Materials: Water, baby oil, food colouring (blue), OR
mason jar, fish stickers, little rocks, broken shells, Have the child verbally tell you what they see and help
paper, pencils, pencil crayons them write it on their paper.


Enhance: For the children who know how to write, they
can sound out words and explain what they see on
their own.


Tweak: If a child does not wish to write or explain fully
what they see, they can label a drawing they create of
what they observed.
































(Holland Bloorview, 2014)

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Set-Up:


















































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Role of the Educator:

Teaching Strategy #1: Modelling: children learn new things by imitating others
- Have an example at every centre
- Demonstrate how to use something the children have never seen before (Ex. a new material)
- Have the child watch me before they complete the activity
- Have the child repeat after me (Ex. sounds that letters make)
















Teaching Strategy #2: Questions
- Ask children questions that are understandable and brief
- Ask them questions to further their knowledge on the topic/subject (Ex. Which duck do you think is heavier the
small one or the big one?)
- Ask children their opinions or feelings while at a center or using certain materials and activities (Ex. Do you like
painting more with a toothbrush or a paint brush?)

**Both strategies can be used at every learning experience**


















Supportive Strategies: Encouragement, and Positive Reinforcement
- Let the children know when they are doing a good job
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- Let them know when they are doing something right
- Use stickers, give the child a high five, when they accomplish something
- Encourage child to keep trying when they are not understanding
- Listen and support them when they need clarification or ask questions

Overall Full-Environment Set-Up Evaluation

What worked during this learning experience? Why?
Overall I think everything I have set up for the children to utilize went very well. The centers were all a success,
and the children wanted to particpate and took interest in everything that was brought for them. I think that the
objectives of the experiences were all met and achieved as planned, and it makes me happy knowing the children
learned something as they engaed in their play and had fun with it! I think the bake shop was the most popular, it
was out from Monday to Friday and the children never got bored of it. The alphabet monster, painting with
toothbrushes, rubber duck water play, and ocean themed sensory jar all went well too, and the children took part
in the activities in both the morning and afternoon when they were available to their use. Even though the
children may not have realized it their was always a numeracy, literacy and communication components
throughout the activities that the child may not have noticed, and that is also why learning was made fun (Ex. in
the bake shop had counting for the sprinkles on the cookies, and literacy when they were writing out orders). I
think the centers were well organized, age appropriate and thought out, and I think that these activities and ideas
will defiinitely be considered for future use.












What did not work during this learning experience? Why?
Something that did not work out for this learning experience is that some chilldren were a little rough during
their play. The first time the activities were brought out it seemed to last and the toys all seemed durable enough
for them to continue playing with everything for a long period of time. All the activities were still in good shape,
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but by the full room set up things started to break, (Ex. muffins made of clay in the bake shop) or run out (Ex.
cookie cut outs, jewels to decorate). Other than this, I don't think there were any other major issues.












What might you do differently in the future?
In the future, I can choose more sturdy and durable materials that will last longer, as well as things that will get
more use before having to throw them away. For example, instead of just having cookie cut outs for the dramatic
center, I could laminate cookies and have the children reuse them more before they start to get ruined. Another
thing I will probably do is provide the children with more materials so that when things run out there are extras.
For example, when the children were painting with toothbrushes, I provided them with stickers to decorate their
paintings with. Something good to remember is to always have more and have their be extra, instead of running
out and having nothing to work with.












What theory might you use to support these changes? (Optional)
A theory I can use to support these changes is the FDK manual. In the manual it says "(to) Provide a variety of
materials and resources (familiar and novel, simple and complex) for children to explore, manipulate, and use,
both in learning activities and in imaginative play" (FDK, 2010-11). This makes me realize how important it is to
have materials available at all times for the children, and also that it is important to ensure that there is a variety,
that way the children remain engaged throughout the day and are learning through play.











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