Welcome to a special edition of the Office of Early Learning’s P-3 newsletter, where we highlight the essential role of learning centers and the overall learning environment in the prekindergarten classroom. More than just a space, the PreK learning environment is a dynamic force shaping young minds. Research shows that a stimulating and interactive setting fuels brain development, fosters social-emotional growth, and lays a strong foundation for academic readiness—all through the power of play. In this edition, we’ll explore how to bring learning centers into the classroom, thoughtfully incorporate themes and units of study into those centers, and emphasize the importance of giving students meaningful choice throughout their day. By integrating engaging themes and encouraging student choice, educators can create PreK environments that spark curiosity, promote independence, encourage exploration, and cultivate a lifelong love of learning in our youngest students.

a prekindergarten classroom in Amsterdam CSD arranged into learning centers

Bringing Learning Centers into the Classroom

Learning centers are a powerful way to engage young learners through hands-on, play-based experiences that support key areas of development such as literacy, math, science, and fine motor skills. According to Edwards (2002), learning centers not only foster creativity and independence but also provide essential opportunities for children to engage in meaningful, self-directed learning. In alignment with Commissioner’s Regulations Part 151-1.3(a)(3), PreK programs are required to provide instruction that promotes children’s development across all domains of learning, and learning centers are an effective way to meet this by offering structured, choice-driven opportunities for exploration, and growth. Teachers can design centers based on student interests, classroom themes, and real-world connections, rotating materials and activities to keep centers fresh and aligned with instructional goals.

Learning centers found within a prekindergarten classroom typically include:

Quote - Since incorporating learning centers students have taken more ownership of the room and are better at cleaning up. Student participation and engagement have increased - students are able to manage themselves and their learning!

blocks and building
creative arts
dramatic play
literacy
writing
math and manipulatives
science and discovery
sensory
music
cozy area

When setting up classroom centers, it's important to be mindful of whether the center will primarily host active or quiet activities. Placing a "buffer" center in between an active and quiet center will reduce the likelihood of students interrupting each other.

Centers should be introduced intentionally, with teachers modeling how to use materials and encouraging positive behaviors. This modeling helps students understand the purpose of each center and how to engage meaningfully with the materials. Teachers can also guide students in following routines, practicing communication skills, and demonstrating respect toward their peers. As students become familiar with the routines, they gain independence and confidence in making choices, managing their time, and exploring new ideas. Over time, they take ownership of their learning, making thoughtful decisions about where to work and how to interact with materials and peers. This process fosters self-regulation, problem-solving skills, and a deeper connection to the content being explored.

a dramatic play center is transformed into a gingerbread bakery

Integrating the Unit of Study

Children are more likely to be engaged and motivated when classroom activities are connected to a central learning theme. Thematic units not only expand vocabulary, but also provide diverse opportunities for students to express themselves through various mediums. Themes encourage connections between different subject areas, supporting the holistic development of each child. When thoughtfully designed, thematic units of study can ignite curiosity, deepen understanding, and make learning experiences more meaningful and memorable.

In a well-integrated prekindergarten classroom, the theme of the unit is evident throughout the environment. Teachers use anchor charts, posters, pictures, student-created artwork, and decorations to visually represent the theme, creating an immersive atmosphere that reinforces the learning objectives. This integration helps students see the connections between their experiences and the content they are studying, fostering a rich and engaging learning environment.

For example, if the unit focuses on animals, the science center might include animal figurines and books, while the art center could feature animal-themed crafts. In the dramatic play area, children may pretend to be veterinarians or zookeepers. By reflecting the theme in each center, children can explore the topic from different perspectives, sparking creativity, and deepening their connection to the content they are learning.

Incorporating and changing the themes has shown a positive effect on the students behavior attitude and engagement. It has made the children more excited to stay focused for large group discussions and activities This also increased their participation

When choosing a theme or topic of study, it’s essential for teachers to consider the interests of their students while also keeping the educational goals in mind. Teachers should ask themselves: What do I want my students to know by the end of the unit? What materials and resources will best support this learning? Developing guiding questions is key to helping students reflect on the topic and connect their learning across multiple areas. By aligning the theme with the students' interests and learning goals, teachers can create a dynamic and effective learning experience that encourages curiosity and supports developmental growth.

Incorporating Student Choice

In early childhood classrooms, student choice is essential to creating an engaging and empowering learning environment. Rather than assigning students to specific centers, children are given the autonomy to choose which center to visit, when to go, whom to work with, and what activities to engage in. This freedom supports motivation and learning, helping children become more confident and responsible (Deci & Ryan, 2000). During center time, educators should avoid small group instruction, and instead allow children to explore learning activities of their own interest.

For example, a student might choose to create a book about animal habitats in the writing center, spending as much or as little time as they wish before moving on to another activity of their choice.

Student choice is crucial for fostering independence, decision-making skills, and deeper engagement in learning. When children have the opportunity to make decisions, they become more invested in their activities and can explore areas that align with their personal interests. While there may be concerns about classroom management, clear expectations and guidance ensure that student choice is implemented in a structured, productive way, ultimately supporting a dynamic learning environment.

Center Management Systems

Center management systems are designed to organize and guide how children transition between learning centers. They help teachers monitor movement, limit the number of students in each area, and encourage children to make meaningful choices about their learning. When used effectively, these systems promote responsibility, self-regulation, and a sense of ownership in young learners.

There are various ways to implement a center management system. Typically, each center has a limited number of spaces, indicated by name cards, student photos, or clothespins. Students place their name or picture in a space to show where they are working. When they wish to move to a new center, they simply remove their marker and place it in another available spot. This simple, visual system allows children to make intentional choices, explore new areas, and manage their own learning experiences.

References:

Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). Clever classrooms: Summary report of the HEAD project. University of Salford.

Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Pearson/Merrill-Prentice Hall.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.

Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268.

Denham, S. A., Bassett, H. H., & Zinsser, K. M. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Edwards, C. P. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4(1).

The Office of Early Learning will be releasing a prerecorded webinar and a resource and reflection tool in June 2025 providing more information on the learning environment, use of centers, incorporating theme, student choice and center management systems. In addition, the prekindergarten learning environment was also highlighted at Navigating PreK day on May 8, 2025.

Would you like your school or classroom to be highlighted by the Office of Early Learning?

Submit your Prekindergarten to 3rd Grade success stories to OEL@nysed.gov for a chance to be featured in our newsletters or highlighted in a future webinar.