1

Learning
Environment Design
Project

ETE 328

Spring 2018

Dr. Heljä Antola Crowe

Abbie Acosta, Liana Pavese, Jeanelle ​Valdovinos

 2

Table of Contents
Introduction 3

Scaled Environmental Layout Design 4

Infant/Toddler 5

Primary 9

Outdoor 14

Preschool 19

Learning Centers 27

Social Studies & Multicultural 28

Technology 31

Math 33

Dramatic Play/Puppets 35

Books/Reading 39

Blocks 41

Science 44

Writing 46

Art 48

All Preschool Centers - Total Cost 52

Learning Center Signs 53

Reflections 58
 3

Introduction
This Learning Environment Design Project aims to aid in efficient planning of classroom

layouts within the field of Early Childhood. In this project, we have included a set of three

different classroom layouts: infant/toddler, preschool, and primary. An outdoor learning

environment is also included. We got to look into each age group and explore what seems to be

an infinite amount of possibilities. Each of the classroom layouts include learning centers that

best fit each domain we may need to fulfill in the classroom, taking into consideration

developmentally appropriate materials.

We got to pick a level in which to focus on and we chose preschool. Each learning center

within the Preschool Classroom is broken down to include the finer details of the materials, cost,

and spatial availability within the room. The project takes into consideration the importance of

various materials within the classroom environment to foster the best growth and development

for students. This also provided us with the opportunity to reflect on the purpose of each material

and really decide how children would benefit with the object being placed in the classroom.

Along with this, the classrooms are set up to accommodate students that may have special needs.

Having this project to look back on in a few years will provide a great foundation to start

with as we plan for our classrooms. Coming into a new classroom and having to make it your

own can be very overwhelming and we hope to ease some of that pressure by having the

foundational research completed.

 4

Scaled Environmental

Layout Design
 5

Infant/Toddler

Figure 1: ​(Floorplanner) 2D overhead view of an Infant/Toddler Classroom.

 6

Figure 2: ​(Floorplanner) 3D overhead view of an Infant/Toddler Classroom.

Figure 3: ​(Floorplanner) 3D view of an Infant/Toddler Classroom.

 7

Infant/Toddler Classroom Description:

Introduction

Within the infant/toddler classroom, there needs to be a wide variety of materials that

meet the developmental levels and needs of young children. According to Torelli (2008), “A well

designed environment is, of course, safe for infants and toddlers but, more than that, it supports

their emotional well-being, stimulates their senses, and challenges their motor skills.” Here, the

room is divided into a large play area and then a small area in the corner for sleeping. Within

these two sections, there are multiple semi-divided areas that are designed so that the children

can explore their environment both individually and with their peers. The generally open floor

plan allows space for plenty of movement from one area to the next while encouraging the

progression from sitting, to crawling, to walking, and every step in between.

Sleeping Area

This separated space allows some children to play while others nap, without disruption

from noise. Inside the sleeping area, there is a rocking chair and a diaper changing station so that

all the needs of the child may be meet before and after sleeping (diaper change, rocking for

comfort, etc) without having to cover a lot of ground to get from one section to another. The

main/longer wall that closes off this area has a large three panel window so that teachers and

caregivers can still monitor children sleeping while being in the main section of the room.

Feeding

A feeding area is located right when you walk into the room accompanied by a small sink

and countertop area. It is important to think of the environment in zones, as food would be

considered messy an one would want this area on tile or another easy surface to clean (Infant and

Toddler Spaces, 2018). Some children only come for a portion of the day and many times don’t
 8

come and go all at the same time. For children who get dropped off first thing in the morning,

they usually will need to be fed and for those that come right around lunch time, again the

feeding area is right when you walk in. This helps to regulate the students that are coming and

going, usually around meals, so that the children coming in do not have to travel to the other side

of the room and can be sat down directly for food.

Infant & Toddler Gross Motor

Within the room, there are multiple pieces of equipment made for exercising and

developing gross motor skills. There are multiple large motor objects for children to crawl,

climb, and walk on a variety of surfaces. According to Community Playthings, the “use of

slopes, low steps, play pits, or platforms” can give chances for lots of movement and varying

perspectives for the children. Providing children with the choices at a young age will give them

chances to explore and discover what they find interesting. “Providing stimulation and balance

between challenge and comfort, so children can ‘push their limits’ and expand them” is crucial in

this stage of development (Infant and Toddler Spaces, 2018).

Dramatic Play & Blocks

The room has a few sections that are slightly divided by furniture and smaller carpets so

that the children can explore different developmental areas. These areas promote active

engagement with the materials and the environment. There is an area for dramatic play so that

children can explore the kitchen and ‘dress up’ clothes sized just for them. In the corner, there is

a small block area and some spaces for children to read and play with puppets. Some children

benefit from smaller areas in which to play and “encourages individual and small group play

without herding all the children from one activity to the next” (Torelli, 2018).
 9

Primary

Figure 4: ​(Floorplanner) 2D view of a Primary Classroom with a few center areas that can be
altered throughout the year to fit the needs of the lessons/activities.
 10

Figure 5: ​(Floorplanner) 3D view of a Primary Classroom.

Figure 6: ​(Floorplanner) 2D view of a Primary Classroom.

 11

Primary Classroom Description:

Introduction

Within the primary classroom, there needs to be plenty of space for students to work and

move about different learning centers. Students also need to be given the chance to collaborate

with peers to benefit their social development skills. There are a handful of areas and centers for

the students to work, from the “center” rug, to technology, to the library, and separate small

group work. “The physical arrangement of your room has consequences for how your students

learn, interact, and behave. Every classroom is a little bit different” (Weigle, 2018). The

classroom needs to be flexible so that it may cater to the changing needs of the students day by

day. Consideration for the physical flow of the classroom and accessibility to materials is

important to remember when laying out the floor plan.

Exploration Area

In one corner, there is an exploration area. This can be utilized for multiple purposes

from a science makerspace, to art projects, to investigation of new materials and objects, and an

infinite amount of other learning opportunities. This type of area/center within the classroom aids

in hands-on inquiry learning for the students. This corner can be altered to fit the current unit that

is going on within the classroom and later changed to fit the next one. Exploring and making

“real world” connections to the topics talked about in the classroom can foster a greater

understanding of the concepts.

Library/Reading Center

The room contains a library/reading center that can be used throughout the year and

books can be swapped out to match the conversations taking place in lessons/activities. This

center lays the foundation for an array of concepts and topics that are covered within the
 12

classroom. “They are, in the broadest sense, the backbone of classroom activity. Much of what

goes on each day draws from or occurs in or around the resources and space within the

classroom library” (Five Major Functions, 2018). Having a library and space to read in the

classroom provides students with rich examples of writing and promotes literacy by giving the

students the opportunities for reading. Students have a chance to go somewhere quiet to read, to

have a location where are the books are kept, and encourages reading and discussion with

classmates.

Small Group Work

There are a couple small group work areas for the teacher to have time with small groups

or individual students throughout the day. Here, students can also come to work with their

partners/groups on projects where more space is needed rather than their tables. Being flexible

and child-centered is an important classroom philosophy that isn’t always easy to master. “Small

group instruction and cooperative learning have a significant impact on student achievement”

(Dreambox, 2012). Having these spaces for small group work and instruction opportunities is a

major component within the classroom. Also, these areas can be transitioned to centers or other

related areas depending on the current unit or lesson each week.

Group Area

Having a central group area or “circle time” at the front of the room has many benefits

throughout the day even in the primary grades. “Circle time provides a regular opportunity for a

story, some show and tell, and an exchange of the ‘news of the day’” (Colbert, 2008). Having the

students come together for a variety of activities or group instruction is beneficial for whole class

discussions.

Computer Area
 13

Having computers and other technology in the classroom is important for exposure and

the development of multi-literacies. Students have the opportunity to engage in individual

activities that are connected to the lessons going on in class. According to Patsalides (2013),

“Integrating computer time into the classroom will have several benefits.” Introducing this center

need to be done with intention and many demonstrations so that students don’t misuse the

devices. When implemented successfully, some of these benefits include word processing skills,

collaboration, leadership skills, higher order thinking, independence, and reinforcing instruction

(Patsalides, 2013).
 14

Outdoor

Figure 7: ​(Floorplanner) 2D view of the outdoor plan with all equipment labeled.

Figure 8: ​(Floorplanner) 3D top view of outdoor plan.

 15

​ igure 9: (Floorplanner) ​Front view of the playground with view to the shade area, gardening
F
area, sandbox, and and both preschool and infant/toddler playgrounds.

​Figure 10: (Floorplanner) ​Back view of the playground with direct view to the shed, and both
concrete play areas.
 16

Outdoor Environment Description:

Introduction

This outdoor environment was designed with infants, toddlers, and preschoolers in mind.

This playground area is divided into two group areas, one for the younger kids and the other for

the preschoolers. For the younger kids, we have a smaller area with smaller size equipment

where the younger children can climb, explore, and interact with each other. On the other half of

the playground, we have bigger size equipment for preschoolers and plenty of open space for

them to run and play games. With this variety of child size equipment, we give the different age

groups safe environments to play. The whole playground area is fenced for safety all areas of the

playground are visible.( Illinois Department of Children and Family Services, 2015)

Infant/Toddler play area

This side of the playground has the appropriate child-sized equipment that allows infants

and toddlers to climb equipment, explore different textures and objects, and interact with one

another. On either side of the playground there are benches where children and teachers can rest

if tire. This side of the play area includes a small playset that can be used for climbing and

crawling under. We also have a climbing set were children can climb and slide from. Through

this play area, children get to work on their exploration instincts along with interactions.

Children get to use their imagination when pretending to be characters. Children also get to use

their gross motor skills when climbing, balance skills when going across the steps and walking

across the logs, and overall strength in large muscles. This side of the playground also has a

concrete area where children can ride tricycles, bounce balls, and use chalk. There is also ample

grass space for other types of play.

 17

Preschool play area

The preschool side of the playground consists of a playground with child size-appropriate

equipment for preschoolers. This side of the playground is composed of a swing set, a slide,

monkey bars, and a merry-go-round. Through this equipment, preschoolers get to practice gross

motor skills when climbing, on the slide and using their body to swing back and forth on the

swing set. They also get to practice balance when using the swings and using the

merry-go-round. This helps students strengthen their large muscles through play. This side of the

playground also provides a concrete play area with basketball hoops where children can do

various activities. Where children can ride tricycles, use chalk, jump rope, bounce balls and

shoot baskets.

Sandbox

Through a sandbox children can practice skills such as scooping, pouring, and digging.

The sandbox serves as a source where the children can practice digging and finding props such

as dinosaur bones and treasure gems. Children also get to explore different textures on the sand

when wet or dry. The different textures can serve as experimentation and exploration with the

use of the five senses. Children can be exposed to these different textures with their hands and

bare feet. This is a great way to allow children to enhance, explore and develop their sensory

skill through natural play.

Gardening Area

The gardening area serves as a tool for exploring nature and its cycles. Where students

can learn how seeds transform into plants with appropriate care. Children can also begin to make

sense that water and sunlight are what help plants grow. Children can plant flowers, vegetables,

and herbs that are easy to grow. This allows children to learn responsibility skills when watering
 18

plants and harvesting as needed for fruits and veggies. This area also allows children to build a

deeper connection with nature through their senses touching the soil, seeds, and water and smell

flower. Gross and fine motor skills are also used when digging and covering seeds, this activity

allows students to use their body muscle strength and tiny hand muscles.

Shade Area

This shaded area is a great way to keep children under the shade and prevent children

from overheating with the hot sun. This can be used as a gathering place for children to relax and

socialize, therefore using their social-emotional skills. Here children can also engage in dramatic

play and movement activities. Through these activities students get to pretend to be different

characters and play various roles. As they participate in movement activities children exercise

their large motor skills. For teachers, the open design is great for supervising the children’s

activities from any angle.

Shed

The shed provides storage space for extra outdoor equipment such as tricycles, jump

ropes, hula hoops, balls, parachute, chalk, bubbles etc. With this extra storage space, teachers can

ensure they have a variety of equipment to keep the children engaged in play. This space will

also keep equipment safe and in good condition by preventing damages due to weather

conditions.

Importance of outdoor environment

Outdoor play allows children to play and learn in a natural environment where they can

freely engage in various play activities, exercise and get fresh air. The outdoors is a great place

for children to discover the joy of nature and environmental awareness.

 19

Preschool

Figure 11: ​(Floorplanner) 2D view of a Preschool Classroom complete with multiple learning
centers for the students.

Figure 12: ​(Floorplanner) 3D view of a Preschool Classroom.

 20

Figure 13: ​(Floorplanner) 3D view of a Preschool Classroom.

Preschool Classroom Description

Introduction

The classroom that we have set up for preschool is meant to be for up to twenty students.

The dimensions for the classroom are 30x35. The classroom has four windows and one entrance.

The windows are all located along one wall in the classroom and allow for natural lighting to

occur in the classroom as well as they give access for students to get outside in case of a fire

emergency. The classroom has five different tables. These tables will be utilized by the students

for individual work time, to eat lunch, and to work in groups with one another. The classroom

also has a storage room. Inside the storage room are things that students can use to play with

during outdoor activities such as balls, hula hoops, jump ropes, etc. It also has extra materials
 21

that teachers can use to enhance student learning. The storage closet is student friendly. It is

designed so that students can access the things inside of it. Additionally, the classroom has a

bathroom. The reasoning behind having a bathroom in the classroom is for students to be able to

access it when they need to go to the bathroom and to be able to wash their hands after working

on art or in the science center.

Within the classroom, there are different centers that students can go to during the school

day. There are a total of ten different learning centers in the class. Having ten centers provides

each student the opportunity to have scaffolded learning. The centers are designed for three to

four students to be at them at a given time. Having this limited amount of students at the centers

allows for the centers to not be crowded and for each student to get out of them as much as

possible. The centers are set-up with enough room to have student do the appropriate activities

within each center.

Entrance

The entrance to the classroom is a wide door. This gives the opportunity to let students

into the classroom that may be in a wheelchair. It also gives space for bigger objects such as

carts to get into the classroom. At the entrance of the classroom, there are the student cubbies

along with a mat. The mat is useful for seasonal changes and to ensure that students are able to

wipe their feet properly.

There is plenty of space in the entrance of the classroom. This amount of space gives

room for students to be able to line up before leaving the classroom. The space in front of the

cubbies is also helpful because students will most likely be all over the place as they arrive to

school and prepare to go home. Each student cubbie is labeled with the student’s name. The

cubbies are big enough for students to place their jackets and backpacks inside as well as any

additional belongings in the nook on top of the student’s cubbie.

 22

Another thing that is located near the entrance of the classroom is a bench. The purpose

of this bench is for students to be able to go and sit at it when they are feeling down or out of

tune with their emotions. There will be a book provided on emotions so that students can read it

when they need to. It will be similar to a quiet corner in the classroom. The bench will be

accessible all day for students. The bench is only meant for one student to be at a time.

Group Area

The group area in the classroom is located along one of the walls in the classroom. The

group area will serve as a means for all students to come together as a class and have instruction

with the teacher leading it. Students will be able to gather in the group area at the beginning of

class everyday and go over what day it is. This is also an area where the teacher can read a book

to the entire class.

Another thing that is found in the group area is a SmartBoard. A SmartBoard is can be

used in the classroom to teach students about every subject area. It can also be used as a center.

A SmartBoard provided students with different activities that they can do. An easel is located

next to the SmartBoard. The easel included a magnetic dry erase board on one side. This can be

used to hold things while the teacher tries to explain them to the students. It can also be used to

hold up big books while the teacher reads them aloud to the class.

Finally, a teacher’s desk is located next to the group area. The teacher’s desk is utilized as

a space for the teacher to be able to keep organized things that are more confidential and

personal to the students. It’s a place that the teacher and parents can sit near when there are

parent-teacher meetings. The teacher desk is not designed as a space for the teacher to sit at

during the school day. It can be used as a prep space but the teacher should be interacting with

students during the entire school day.

Science Center
 23

The science center in the classroom is located next to the bathroom. The reasoning

behind the science center being near the bathroom is for students to have quick access to a sink

in order for them to be able to wash up if they need to. There is a lot of space within the science

center to provide students with enough space so that they can do experiments and explore

different things.

One of the things that is located within the science center is a sandbox. A sandbox is

useful for students because it reinforces their sensorimotor skills. Having the sandbox not only

allows students to play with the sand but it also allows them to have a better understanding of

objects and events. According to Beaver (2016), “Discovery learning- Piaget’s idea that children

learn best through doing and actively exploring- is central to the preschool science curriculum”

(p. 234).

Other materials that are located in the science center are a table for students to sit at and

be able to conduct different experiments and play. There is also a cabinet filled with different

manipulatives and materials that can be utilized to enhance the student’s learning. A science

center provides students the opportunity to explore, investigate and ask questions. These early

science experiences set the stage for future science classes and scientific procedures.

Blocks/Music Center

The blocks and music center are in the same area. There is a lot of space within this

center due to how big the blocks can be. The reason for the blocks and music to be in the same

space is that both activities are very loud. In order to prevent these loud noises from occuring,

there is a large rug in this center. The center is located next to the science and dramatic play

centers. Due to the amount of items in this center, there is a shelf for all the blocks. This allows

for the blocks to stay organized. The instruments for the music part of this center are located in

bins. One of the things that can be done with these instruments is that they can be taken outside
 24

in order for students to be able to use them freely without having to worry about being quiet in

the classroom while playing with them.

Dramatic Play/Puppets

The dramatic play and puppets center is located by the blocks center and the writing

center. This center also requires a lot of space. Within the center there is a play kitchen, table,

and different dishes that can be used. Having a variety of these items allow for students to really

incorporate things that they may do at home and apply it in class. It allows for them to be able to

learn different life skills they need.

In the dramatic play center there is also a dress up center students that has different

outfits students can wear. Some of these outfits have different types of career roles students can

take on. It also includes different multicultural outfits student can use to learn more about other

cultures.

The puppets within the center are a great way for students to be able to incorporate

storytelling into their play. In the puppet center there is a stage for students to use. Having this

stage allows children to get more creative and exciting about storytelling and playing with

puppets.

Writing Center

The writing center is located next to the reading corner and puppet center. This center is

not very big and it only seats up to two students. The center has materials for students to use to

write and get creative with their writing. Around the writing center, the teacher can display

samples of the students writing to encourage students to be proud of their work and motivate

them to want to write more. A writing center provides students the opportunity to exercise fine

motor skills as they explore writing tools. Print awareness also develops as students convey ideas
 25

to print. Other skills are developed such as organizing ideas into paper either through words or

drawings.

Reading Corner

The reading center in located in a corner next to the writing center. The atmosphere

around the reading corner is pretty quiet. This allows the students to be able to enjoy their

stories. Within the reading corner there are three bookshelves that have a different variety of

books that students can read. The environment in the reading corner is pretty calm. There are

pillows for students to sit on and be able to get comfortable. Students can also come to the

reading corner to reflect on different things that happen during the school day.

Art Center

The art center is located near the entrance of the classroom. At the art center there is a

three-sided easel students can use to paint on. There are also storage pieces around the center in

which materials need for different crafts can be stored. An art center provides students the

opportunity to acquire or practice certain skills. Students can work on their large and fine motor

skills, and on their eye-hand coordination. Students can freely express ideas and emotions which

are exercising their social/emotional skills. Creativity and artistic development also take place

through an art center, students get to explore art techniques and use observational skills.

Social Studies Center

The social studies center is located next to the technology and art centers. This center is

designed to be more interactive amongst the students. At the center, there is room for the teacher

to be able to sit with the students and lead them in discussion or in activities. A social

studies/multicultural center is important for children at a young age. Many activities, if not all, at

this age have underlying concepts in social studies. Children are learning about the world around

them starting in the small setting of their classroom and gradually applying their learning to
 26

broader settings. They learn about what goes on around them by gaining knowledge about the

differences of each individual, solving problems, and beginning to understand emotions. Much

of social studies at this level helps develop social and emotional skills that lay the foundation for

broader concepts.

Math Center

The math center is also located next to the art and technology centers. In the cabinets next

to the math center there are alot of different manipulatives students can use to enhance their

learning. A math center provides children to explore early math concepts through the use of play

with a variety of manipulatives. Math concepts are present in almost every situation, so by giving

students the opportunity to explore the foundations of math it will ignite curiosity and link into

their regular play. The center helps with fine motor development and hand-eye coordination. By

using appropriately sized manipulatives the center give students an introduction to counting,

sorting, and various number concepts.

Technology

The final center is the technology center. It is located next to the teacher’s desk. There are

two desktop computers at this center as well as iPads. At the preschool age, a technology center

is one that is there mainly for exposure and a chance for exploration. Children are given the

opportunity to freely play and engage with the materials as they explore the types of things they

may see their parents using on a daily basis. Things aren’t necessarily formally taught in this

center, rather students are learning by having the support and opportunities to investigate.
 27

Learning Centers
 28

Social Studies & Multicultural

Rationale:
A social studies/multicultural center is important for children at a young age. Many

activities, if not all, at this age have underlying concepts in social studies. Children are learning

about the world around them starting in the small setting of their classroom and gradually

applying their learning to broader settings. They learn about what goes on around them by

gaining knowledge about the differences of each individual, solving problems, and beginning to

understand emotions. Much of social studies at this level helps develop social and emotional

skills that lay the foundation for broader concepts.

Equipment/Materials Rationale Cost

Preschool Picture Globe Students will be able to use this to make $44.99
(GC108) connections to the world we live in with the
help of pictures.

Basic School Globe (AW447) Students will be able to use this to make $49.99
connections to the world we live in.

Map-My-Town Learning Students will be able to use this to make $39.99

Center (PP519) connections to the world we live in by creating
“towns.”
 29

Social Studies Book Library Students will be able to use this to make $299
(PP785X) connections to the world we live in.

Moods and Emotions Book Students will be able to use this to make $49.50
Set (FF465) connections to their moods and emotions.

Families Book Set (PP451) Students will be able to use this to make $49.50
connections to their family and that of others.

Lakeshore Multicultural Students will be able to use this to make $199

Clothing Set (LC335X) connections to the world through wearing
“traditional” attire.
 30

Lakeshore Career Costume Students will be able to use this to make $349
Set (LC890X) connections to the world through wearing
“traditional” attire.

Me, My Friends & Family Students will be able to use this to make $89.50
Paperback Library (RA353) connections to the world in relation to
themselves, friends, and family.

Multicultural Stories Students will be able to use this to make $99.50

Paperback Library (RR850X) connections to the diverse world and other
cultures.

​Total cost for preschool Social Studies center: $920.97

 31

Technology
Rationale:
At the preschool age, a technology center is one that is there mainly for exposure and a

chance for exploration. Children are given the opportunity to freely play and engage with the

materials as they explore the types of things they may see their parents using on a daily basis.

Things aren’t necessarily formally taught in this center, rather students are learning by having the

support and opportunities to investigate.

Equipment/Materials Rationale Cost

Read-to-go listening center Students will be able to use $199

for 8 (CE772) this to listen to stories,
activities, and other
recordings provided by the
teacher.

All-in-one CD Player with Students will be able to use $129

Bluetooth (LA620) this to listen to stories,
activities, and other
recordings provided by the
teacher.

2 - Desktop computers Students will be able to use $800

this to explore and play
educational games and
applications.

2 - Ipads/tablets Students will be able to use $800

this to explore and play
 32

educational games and

applications.

Total cost for preschool technology center: $1,928

 33

Math
Rationale:
A math center provides children to explore early math concepts through the use of play

with a variety of manipulatives. Math concepts are present in almost every situation, so by giving

students the opportunity to explore the foundations of math it will ignite curiosity and link into

their regular play. The center helps with fine motor development and hand-eye coordination. By

using appropriately sized manipulatives the center give students an introduction to counting,

sorting, and various number concepts.

Equipement/Materials Rationale Cost

Classroom Math Students will be able to use $299

Manipulative Center this to explore the
(RA585X) foundations of mathematics
through their play.

Magna-Tiles - Class set Students will be able to use $129.99

(DG547) this to explore the
foundations of mathematics
through their play.
 34

Lakeshore Measurement Students will be able to use $115

Centers - complete set this to explore the
(LL440X) foundations of math
measurements through their
play.

Lakeshore Counting Boxes - Students will be able to use $199

Complete Set (RR945) this to explore the
foundations of math counting
through their play.

Geometrics Shapes Tub Students will be able to use $19.99

(EE498) this to explore the
foundations of geometry and
shapes through their play.

Total cost for preschool math center: $762.98

 35

Dramatic Play/Puppets
Rationale:
A dramatic play/puppet center provides children to explore different roles in a family and

career. The teacher can set-up the dramatic play/puppet area so that everything looks similar as it

would to a real home. Doing this allow students to have a better understanding of what they will

be acting out and also be able to apply what they learn in a real world situation. This center will

help students with role playing and problem solving.

Equipement/Materials Rationale Cost

Pretend and Play Combo Students will be able to role $599.00

Kitchen (DD516) play in the kitchen and home
life.

Best-Buy Kitchen Playset Students will be able to $39.99

(LA427) utilize this for the kitchen.

Pretend and Play Table and
Chair Set (JJ858)
This seating area will allow $399.99
students to sit while playing
in the kitchen area. It will
also give them the
opportunity to set up a table.
 36

Best-Buy Play Food Students can learn about $49.99

Assortment (LM365) different foods.

Push-Button Play Phone Students will be able to use $14.99

(AZ985) this as a way of
communication with others. It
is also a way of role playing.

Lakeshore Hardwood Super Students will be able to use $149.00

Garage (AA824) this to continue developing
their fine motor skills.

Giant Classic Dollhouse Students will be able to use $189.00

(JJ906) this as a way of role playing
and setting up a home.

Classic Dollhouse Furniture Students will be able to put $149.00

(JJ907) this furniture in the dollhouse.
It will allow them the sense of
putting things where they
belong.

Lakeshore Pose and Play Students will be able to use $69.99


Families (DD965X)
Feels Real Newborn Dolls
(DS200X)
Lakeshore Hardwood Doll
High Chair (EE557)
Total cost for preschool dramatic play:
Puppets
Object
Space Saver Dress Up Center
(WB885)
37
these family toys while
playing in the dollhouse.
They will also be able to learn
about diversity through the
different families.
These dolls will give students $49.99
the opportunity to learn how
to care for a newborn.
This will be a chair in which $79.99
students can sit the newborn
dolls to feed them.
$1,790.93
Rationale Cost
This will be used to store the $329.00
clothes in the dress up center.
The mirror will allow for
students to see how they look
and check if they are wearing
the clothes correctly.
 38

Lakeshore Puppet Theater This will allow students to $99.50

(LA805) have an area where they can
provide a show and
entertainment for their
classmates using puppets

Let’s Talk Kid Puppets Set These will allow students to $115.00
(RR650X) recreate stories. It’s a way
that children can create and
make believe.

Let’s Talk! Multicultural These puppets will provide $85.00

Puppets Set students diversity among the
(TT190X) puppets. It will also be a way
that students can learn about
others.

Total cost of preschool puppets: $628.50

 39

Books/Reading
Rationale:
The reading center is a place where students can go for a quiet space to read and reflect

on what’s taking place in the stories they read. Students can read stories together and discuss

what occurs in the books. In the reading center, students learn more vocabulary words, parts of a

story, and the ability to retell a story. This is meant to be a calm and comfortable environment

students can just relax in and enjoy books.

Equipment/ Materials Rationale Cost

Natural Accents Classroom This will make the reading $149.00

Carpets (LC840) corner more comfortable.

Calming Colors Pillows These will be placed in the $129.00

(LC199) reading corner to provide a
comfortable space to students
while reading. They can be
used to sit or lay on.

Extra-wide bookstand (JJ364) This will be used to hold the $289.00

books in the reading corner.
Books can be switched
around during the year to
provide more options for
students.

Board Book Theme Libraries These books will be used to $195.00

(RE480X) read to and with students.
 40

Lakeshore Emergent Readers Students will be able to use $49.99

(TT933) these to develop their
independent reading skills.

Classroom Classics Students will be able to read $169.00

Read-Along (RE796X) along to different stories.

Classroom Classics Students will be able to read $175.00

Read-Along (RE540X) along to different stories.

Total cost for preschool books/reading center: $1,155.99

 41

Blocks
Rationale:
A block center allows students to be able to build and apply real-life situations to their

building. Students develop hand-eye coordination as well as gross and fine motor skills through

this type of play. With block building, students are able to build blocks by themselves or work in

a team. There is a variety on the types of blocks at this center in order to enhance students

creativity in building.

Equipment/Materials Rationale Cost

Community Play Carpet This will make the block $49.99

(GR931) center more comfortable. It
will also prevent loud noises
from occurring when blocks
fall down.

Community Car Set (GG932) These will be for children to $29.99

play with. They can be used
on the community play
carpet.

Starter Block Set Storage This will be used to store all $219.00
Cabinet (LA201) the blocks in order to help
keep the classroom organized.

Hardwood Unit Blocks These will encourage students $299.00

Starter (B250A) to engage in dramatic play by
 42

building structures using what

they know and feel about the
real world.

Jumbo Cardboard Blocks These will allow children to $39.99

(CB214) build structures to be
characters from a story and
explore spatial relationships.

Tabletop Hardwood Blocks These will encourage students $29.99

(BC302) to engage in dramatic play by
building structures using what
they know and feel about the
real world.

Total cost of preschool blocks center: $667.96

 43

Music
Rationale:
The music center in the classroom will be a space that students can go to listen to

different songs, play with different instruments, or even sing songs themselves. This center is

meant to be louder than others due to the instruments and how loud some of them can be.

Students can interact with one another in this center to create different types of music. Through

this center, students will develop sequence and movement structures, memory development, and

the ability to use self-expression.

Equipment/ Materials Rationale Cost

30 Player Rhythm Set Students will be able to use $179.00

(LC1430) these to learn about music
and the different instruments
that can be used.

Classic Sing Alongs Students will be able to listen $76.99

(FT525X) to songs and activities.

Classroom Favorites Students will be able to listen $74.99

(CD355X) to songs and activities.

Total cost for preschool music center: $330.98


Rationale:
A science center provides students the opportunity to explore, investigate and ask
questions. These early science experiences set the stage for future science classes and scientific
procedures.
Equipment/Materials
Family Engagement STEM
Packs Storage Rack (PP479)
Family Engagement STEM
packs- Complete set (
PP480X)
Create-A-Chain Reaction
STEM Kits- Starter Set
(PP565)
Easy-View Classroom
44
Science
Rationale Cost
With this storage rack all of the family $29.99
engagement Stem Packs will be
organized.
Through this Family engagement STEM $139.00
packs students will get to explore various
STEM concepts in a fun way. Concepts
include: Mechanical Engineering,
Computer Engineering, Transportation
Engineering, Civil Engineering,
Aerospace Engineering, and Architectural
Engineering.
Through this STEM kit children get the $49.99
opportunity to explore scientific
foundations through concepts such as
building ramps, pendulums, hammers and
more. Children also get to experiment
with concepts like gravity and motion.
With this classroom aquarium children $149.00
 45

Aquarium (EA211) can observe and help take care of a pet in

their classroom. This helps students
understand the responsibility of having a
pet.

Lakeshore Science Viewers- These child size viewers, children can $79.99
Complete Set (LL600X) have a closer look at nature. Children get
to explore topics such as: Sea Life, Insects
& Spiders, Birds, and Life Cycles.

See-Inside Bucket Balance Through this balance children can explore $24.99
(BA109) and experiment scientific properties in n
easy and fun way.

Magnetic Wands- Set of 12 With these magnetic wands students get $24.99
(WD984) the opportunity to explore attraction and
repulsion with objects around the
classroom or with other wands.

Total cost for preschool science center: $492.95

 46

Writing
Rationale:
A writing center provides students the opportunity to exercise fine motor skills as they

explore writing tools. Print awareness also develops as students convey ideas to print. Other

skills are developed such as organizing ideas into paper either through words or drawings.

Equipment/Materials Rationale Cost

Lapboard Supply Center This lapboard supply center will keep $34.99
(LL437) all of the writing supplies organized and
easy to access.

Double-Sided Magnetic Write With these magnetic write and wipe $87.99
& Wipe Boards- Set of 10 boards students can practice their
(LL628) writing skills on the permanent
baselines while using the correct font
for upper and lowercase letters. On the
white side students can create drawings
or use their imagination to create
whatever they want using dry erase
markers. Students can also use
magnetic letters and numbers to extend
their experiences with writing.

Write & Wipe Markers- Write and wipe markers will $8.99
Broad Tip 8-color set supplement the use of the double sided
(DD108) magnetic boards. These markers will be
the tools to help children create.
 47

Magnetic Letters (LC206) Will be sued on the magnetic boards to $9.99

explore with word formations and print.

Magnetic Numbers (LC 208) Will be used on the magnetic board to $9.99
explore numerical print.

Total Cost for Preschool Writing Center: $151.95

 48

Art
Rationale:
An art center provides students the opportunity to acquire or practice certain skills.

Students can work on their large and fine motor skills, and on their eye-hand coordination.

Students can freely express ideas and emotions which are exercising their social/emotional skills.

Creativity and artistic development also take place through an art center, students get to explore

art techniques and use observational skills.

Equipment/Materials Rationale Cost

Space-Saver Mobile Art
Center (EE365)
With this easel student get to create $279.00
artistic artworks while having
everything they need on reach. This
pace saving art easel is double sided and
allows two children to work at the same
time. This easel also has a built in rack
that allows students to easily store their
artworks as they dry.

Natural Bristles- 10-Color Set These brushes are easy to use and grip. $8.99
(LC220) They serve as the tool for children to
create artworks with paint.

Lakeshore No-Spill Paint With these no-spill paint cups children $12.99
Cups 10-Color Set (LA820X) get to freely engage in painting without
worrying about spills or messy projects.
 49

Super-Lightweight Paint These painting aprons will keep $4.99

Apron: Adjustable Apron- childrens clothes safe and clean from
Blue (CG584) paint. This allows students to freely
explore art without worrying about
messing up their clothes.

Super-Lightweight Paint These painting aprons will keep $4.99

Apron: Adjustable Apron- childrens clothes safe and clean from
Red (CG582) paint. This allows students to freely
explore art without worrying about
messing up their clothes.

Super-Lightweight Paint These painting aprons will keep $4.99

Apron: Adjustable Apron- childrens clothes safe and clean from
Yellow (CG586) paint. This allows students to freely
explore art without worrying about
messing up their clothes.

Classroom Carry All (LA416) Will keep materials in the art center $23.99
organized and will allow easy access for
children.

Best-Buy Standard Crayons- Tools for children's artwork. With $59.99

8-Color Box (VX818) crayons children can practice holding a
writing utensil therefore exercising their
fine motor skills
 50

Lakeshore Scissors Only Tools for children's artwork. With $16.99

(LL156) scissors children can practice holding
scissors, cutting and exercise their fine
motor skills

White Drawing Paper This paper allows students to use their $9.99
(TA4409) imagination when creating anything that
comes to mind. This paper can be used
with markers, crayons, chalk, and paint.

Construction Paper -10 There are many things children can do $1.19x10= $1.90
Different colors (TA50) with construction paper. It allows
students to use their imagination in
creating anything that come to mind
while using other supplies long such as
glue, scissors, and collage materials.

Classroom Collage Box With these materials students can $69.99

(PP274) explore artistic techniques when
working with other materials such as
construction paper, scissors, and glue.

Lakeshore Dough- Red With non toxic chemicals, children can $9.99
 51

(AX2) safely create and mold sculptures of any

kind. The bucket also keeps the
playdough fresh until its next use.

Lakeshore Dough- Yellow With non toxic chemicals, children can $9.99
(AX6) safely create and mold sculptures of any
kind. The bucket also keeps the
playdough fresh until its next use.

Mold & Play Sand (CS779) With non toxic chemicals, children can 24.99
safely create and mold sculptures of any
kind. This sand sticks together like
magic and never dries out. Children can
spend a long time creating all sorts of
stuff.

Classroom Clay & Dough This designer kit has everything

Designer Kit (LA371) children need to use along with play
dough and sand. Here children get to
exercise their fine motor skills through
actions such as cutting, slicing, rolling,
molding all sorts of things.

Total Cost for Preschool Art Center: $1,003.69

 52

All Preschool Centers - Total Cost

Center Cost

Social Studies/Multicultural $920.97

Technology $1,928.00

Math $762.98

Dramatic Play/Puppets $2,419.43

Books/Reading $1,155.99

Music $330.98

Blocks $667.96

Science $492.95

Writing $151.95

Art $1,003.69

Total: $10,779.91
 53

Learning Center Signs

Figure 14: ​Social Studies & Multicultural learning center sign.

Figure 15: ​Technology learning center sign.

 54

Figure 16: ​Math learning center sign.

Figure 17: ​Dramatic Play & Puppets learning center sign.

 55

Figure 18: ​Books/Reading learning center sign.

Figure 19: ​Music learning center sign.

 56

Figure 20: ​Blocks learning center sign.

Figure 21: ​Science learning center sign.

 57

Figure 22: ​Writing learning center sign.

Figure 23: ​Art learning center sign.

 58

Reflections
Abbie Acosta

The learning environment project was something that I feel allowed me to become more

aware of the different things that occur when setting up a classroom. From this project, I took

away a lot of valuable information that not only applies to the learning environments I will create

in the future but also allowed me to learn more about myself and the way I work in a group.

Having the opportunity to create different learning environments was very helpful.

Through my experiences in the classroom while at Bradley I have been able to see many

different classrooms. However, I never have had to put one together or had to think of why

certain things may be arranged the way they are. This project helped me have a deeper

understanding of why certain items are needed for a certain center and the purpose they serve for

enhancing a students learning in that center.

One of the things I enjoyed the most about this center was having the ability to create the

classroom however we wanted and being able to choose the materials we would incorporate in

the learning centers. Having this was useful because it allowed me to make sure that I really

understood why certain material were okay for center and why others wouldn’t be the best idea

for a center. There were many times I had to refer to my book as well as other sources to make

sure that I had a good understanding of the center basics. I also enjoyed being able to “shop” for

my centers because it have me a better perspective on how much money can be spent on

materials needed for a classroom. Although some schools pay for most of the materials a teacher

may need, it doesn’t necessarily mean that us as teachers won’t have to pay for everything. I
 59

have seen that there are some things that I can create myself in order to keep the cost of my

materials lower but also to allow me to customize the things I do for my students.

Another thing that I found helpful through this project was seeing how I work in a group

setting and the role I played. In this project, I took the role of a team member. I participated and

met with my group when we decided to have a meeting. I did not necessarily act as the leader.

We all had our own ways of working on things. There were some of us that liked getting things

done early and others who worked up until the deadline. I learned to depend on my team

members when it was necessary but also learned to help them out when they needed it. Being

part of team helped me hold myself accountable for making sure that I was doing my best and

having things done by the time we agreed on. I did not want to let my team down. We worked

very well as a team which allowed us to be able to efficiently get everything done.

Overall, the experience I had completing this project was a very positive one and

something I would recommend for every teacher education candidate to go through. It really

does allow for us to have that deeper understanding of a classroom setup.

 60

Liana Pavese

This learning environment project taught me a lot of valuable skills that I will carry into

my teaching career. During the duration of this endeavor, I have been pretty stressed out and

worried about the final product. No matter what we did, there was always a worry in my mind,

but I am like this a lot when it comes to group work and academics so it wasn’t too much of a

surprise. Through this project, due to the time and effort it required, I learned quite a bit about

myself and the role/mindset I tend to slip into when working with a group. Group work and

collaboration is a major portion of any job, especially an educator. One is required to collaborate

with students, faculty, staff, parents, etc., you name it! This has helped to show me that you must

take things one step at a time and really be diligent about working in phases so that the task

doesn’t grow bigger than it really is by waiting till you’re down to the wire.

This project has helped me gain knowledge and be able to turn it into explanations of

what learning environments really require. We needed lots and lots of research from a variety of

sources to demonstrate our beliefs and findings. It took several times to fully grasp the recurring

themes to get to a point where I felt competent in explaining the information I had gathered and

relating it and the relationships to the learning environments for young children. I also learned

how to better explain my thoughts to my teammates since what one person says may not always

be clear to the next.

After being able to explain the information, it came to trying to further interpret and

apply the information in context to the project. Interpreting the information requires one to go

past the explaining stage and truly grasp the concepts so that one may connect it to both the

project and make it personal. Knowing how the concepts of the learning environment fit together

like a puzzle, the aids in applying the material. Being able to apply our knowledge and findings

about early childhood learning environments in order to create the classroom layouts includes
 61

many layers of understanding. I am one that will many times read or hear information but not

fully “digest” it beyond the surface. This project has really gotten me to read and apply the

information with more intention and purpose since the information will be needed down the road

when I have to implement them in my true classroom.

Getting a sense of perspective on the project required the multiple perspectives of the

group members and the sources in which we found. There is a lot a research about early

childhood environments and what are some of the “best” ways of teaching and what layouts

work, yet it all comes from a slightly different perspective based on the individual. While one

source says one thing and another says something slightly different, it was important to consider

the perspective in which it was coming from (i.e., who the author organization was). Also,

hearing the thoughts of my teammates was very beneficial since we have all had different

experiences in our practicums and in our own education.

This project also required empathy in seeing what my teammates had to offer. Many

times, we have our own way of doing things and I know that I am not always the easiest person

to change my ways. Yet, through this project, I was able to get a better sense of who my

teammates were and what kinds of way in which they complete tasks or see the project

differently than myself. I have gained more respect for how each person balances her other

commitments while aiming to fully take part in this project. I feel as though this project has

definitely tested our time management skills and priorities.

After competing this extensive project I have definitely gained more self-knowledge.

Working with others and having a sense of “I need to do well for them” really made me strive for

the best outcome. Since I have always completed things in a certain order or layed out my papers

using certain formats, I had to learn to let go of some of that control. It wasn’t easy. I have

learned that people get things done at their own pace and sometimes out of the order I would
 62

have completed things, but that’s okay. As a teacher, I will not be able to predict every moment

of the day since students are surly unpredictable. Learning to let go of the mind set, “it has to be

this way,” or at least a portion of the mindset, will take me a long way in my career. I will strive

to continue to plan ahead, yet, be a more “go with the flow” person when it comes down to

changes and needing to be flexible with my colleagues.

Overall, this learning environment project has definitely tested my patience, organization,

time management, professionalism, and so much more. I look forward to continuing my growth

in professional development and working toward the skills I need to be a successful teacher in

the field. I will strive to take what I have learned in this project and apply it to projects in the

future. This project has helped put into perspective the “real” costs of having your own

classroom and really knowing what goes on behind the scenes before the first day of school, and

every day after.

 63

Jeanelle Valdovinos

Through this learning environment project, I have learned many valuable skills in

designing and organizing a classroom purposefully. I had never before put so much attention to

every single detail that goes into creating a developmentally appropriate learning environment.I

have learned that every aspect of the learning environment affects the way children learn

therefore educators need to purposefully plan for instruction and interactions around the

classroom. In order to create an appropriate learning environment, we need to look at each area

in the room separately and plan for each center individually.

As we planned each center individually we had to decide what materials were necessary

to fostered learning for the students. This gave me a personal insight on the purpose of each

material placed in a center and exactly how the students will benefit academically. I also learned

about safety and how to care for the well being of children in outdoor environments. As I worked

on the outdoor plan for this project I was able to really look into all the aspects that make an

outdoor environment safe and productive. Children should be supervised at all times and there

should be dancing around the whole playground in order to ensure safety. Children should also

have a designated resting spot where they can cool off under a shade in order to prevent

overheating from the sun. this can be done under a shaded shelter or under a tree.

For this project, we decided as a group to assign different roles for each member to

complete in order to distribute the workload among each other. As a member of this group, I was

in charge of creating the outdoor environment and writing a rationale for it. Creating this floor

plan was extremely difficult for me since I had no idea of how to use the software. It took me a

really long time and many hours of exploring the software to finally be able to produce a plan. I

also received help from my group members on learning to use this floor planner software. I am

very grateful for my group members and all the time they took to help me complete my floor
 64

plan. Along with other responsibilities, I was in charge of planning for three learning centers:

science, writing, and art. I really enjoyed selecting materials for each center and reflecting on

what the importance of each material was along with the developmental purpose of each.

As we completed the project, I was able to reflect on each step we took to ensure we met

the requirements and rationalize what was the purpose of this project. I believe that this project

really helped us as preservice teachers in getting a better idea of what it is like to organize a

learning environment, the thought that's behind every learning center, and the purpose of each

material. I believe I was able to develop professionally by engaging in the creation of each

learning environment and learning what it takes to prepare a welcoming and purposeful

environment in which students will learn developmentally appropriate content. I believe I now

have a better understanding of what it takes to enhance the overall learning experience for

students, especially for preschoolers. As a team, I believe we enhanced our collaboration skills

by communicating our findings, concerns, and ideas. I believe that we all had a good position in

getting our thought to be heard and putting our ideas into action. As a group, I believe that we

worked well and completed our assigned tasks in a timely manner.

Overall, this learning environment project enhanced my perspective on teaching and how

it should take place. I now know what it takes to be thoughtful at all times and that I need to

purposeful when arranging learning environments to maximize the ways students will benefit

and enhance their learning. I also learned how to use new software which makes me feel more

positive about learning to use new software in the future. I can honestly say that this was an

extremely time consuming and enduring project, but the end product was well worth it.
 65

References

Beaver, N. H., Wyatt, S.S. & Jackman, H. L. & (2016). ​Early Childhood curriculum; A child’s
connection to the world. ​USA: Cengage Learning.7​th​ Edition.

Colbert, J. (2008). Ask the expert - circle time: A tool for supporting children's development.
Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=514

DreamBox. (2012). Small group instruction as a differentiating instruction strategy: 4 tips to

remember. Retrieved from
http://www.dreambox.com/blog/small-group-instruction-as-a-differentiating-instruction-s
trategy-4-tips-to-remember

Five major functions of the classroom library (2018). Retrieved from

https://www.scholastic.com/teachers/articles/teaching-content/five-major-functions-classr
oom-library/

Floorplanner. (2018). Retrieved from https://floorplanner.com/

Illinois Department of Children and Family Services (2015). Summary of licensing standards for
day care centers. Authority of the State of Illinois. Retrieved from
https://www.illinois.gov/dcfs/aboutus/notices/Documents/CFS_1050-52_Summary_for_
D​CC.pdf.

Infant and toddler spaces: design for a quality classroom. (2018). Retrieved from
https://www.communityplaythings.com/-/media/files/cpus/library/training-resources/boo
klets/it-spaces.pdf

Lakeshore learning (2018). Retrieved from ​https://www.lakeshorelearning.com/#

The new teacher’s guide to setting up learning centers. (2018). Retrieved from
http://www.educationworld.com/5-types-learning-stations-your-classroom

Patsalides, L. (2013). Why and how to use computers in the classroom. Retrieved from
http://www.brighthubeducation.com/elementary-school-activities/5638-benefits-of-comp
uter-time-in-the-classroom/

Strasser, H. (2017). Big questions for young minds. National Association for the Education of
Young Children.

Torelli, L. & Durrett, C. (2008). Landscape for learning: The impact of classroom design on
infants and toddlers. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=238

Weigle, B. (2018). Creating an effective classroom setup. Retrieved from

 66

https://classroomcaboodle.com/teacher-resource/classroom-setup/

Wiggins, G. & McTighe (2005). Understanding by design. Alexandria: Virginia. Association for
the Supervision and Curriculum Development.