Voluntary Registered Nursery Schools and Kindergartens
Back to School: Classroom Setup Tips
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It is time to think about setting your classroom up for success this fall! |
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When setting up centers be mindful of centers that are active versus those that are for more quiet activities. By putting buffer centers in between, you can reduce the likelihood that those students enjoying a quiet activity would be interrupted. Labeling objects in the classroom in both English and the home languages is a way to incorporate a student’s home language. A good way to learn the translation of these objects is to incorporate families by asking for their help in labeling materials or from translation software. | |
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PreK Classroom Diagram
This diagram shows a possible way to set up your room using buffer centers.
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What should be included in each center? | |
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Block Center
The block center allows young children to use their imaginations to create structures, such as buildings, bridges and ramps, and engage in dramatic play. Students learn shapes, positional words, collaboration with others, and problem-solving skills. This center should include; several different types of blocks, props, material and accessories to extend play, books and texts about buildings and landscapes, and writing material for making building plans.
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Dramatic Play Center
The dramatic play center is a key opportunity for children to express themselves. This is where children will explore different roles and real-world situations, using authentic tools and materials. This center should include a variety of props for dramatic expression that reflect diversity in gender, culture, and occupations. It should also have play equipment and furniture, authentic props that promote role playing, writing materials to makes lists or take orders, and multiple text types.
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Library/Literacy Center
Literacy centers provide opportunities for children to fully engage with books, text materials, writing materials, and tools, such as computers and devices. Books and texts should be based on students' interests and the unit of study. Multiple text types in regard to genre, books on tape, diverse characters and topics, and books at varying levels may be included. Creating a multilingual library reflective of students' culture promotes a positive perspective of multilingualism and multiculturalism. Consider including props to extend book experiences, such as flannel boards, puppets, character figurines, magnetic letters, or alphabet charts.
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Fine Motor Center
A fine motor center facilitates activities that use movement to develop the small hand muscles in children to prepare young learners' hands for prewriting skills. A well-equipped fine motor center includes activities that promote the skills of cutting, grasping, making lines and curves, and squeezing. This center may include small blocks, stringing beads, dot markers, scissors, glue, puzzles, or playdough. Try burying some animal figurines or alphabet letters in the playdough, then ask the child to use squeezy plastic tongs to dig them out.
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Science/Nature Center
The science/nature center should include natural materials that teachers or students have collected (e.g., rocks, leaves, sand, dirt, roots). There should be a variety of tools and materials for using senses, observing, and experimenting (e.g., magnifiers, measuring devices, trays, droppers, etc.). There should be a selection of science books, puzzles, and games linked to specific themes as well as paper and writing materials to draw or record observations.
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Creative Art Center
The creative art center allows students to express themselves artistically and experiment with a variety of materials. Students practice fine motor skills and movement, explore how things work, and use their imaginations. A well-equipped art center should include a variety of drawing and painting materials such as brushes, straws, paint, crayons, and different-sized paper. Illustrated books and sample artwork at children's eye level should also be available.
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Sensory Center
The sensory center is a table or area specifically designed for sand, water, or other sensory play. Interesting materials to include are sand, hay, dirt/mud, sticks, rice, pasta, corn, rye, paper, beans, Oobleck, bubbles, finger paint, etc. Materials can be added that tie to the theme. For example, plastic trees, animals, rocks, and sticks can be added to the sand table when teaching a woodlands theme. This center can be messy and should include smocks to protect clothing.
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Simple Games/Puzzles
Simple games help children with strategic thinking, turn-taking, patience, following directions, building communication skills, increasing academic skills, and much more. Puzzles help children with fine motor and gross motor skills, visual perception, problem-solving, and more.
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Writing Center
The writing center is a place for children to explore various ways to communicate with others. At the writing center, children should have pencils, crayons, markers, and stamps available. Put out various types of paper for students to select and tools for creating, such as tape, glue, and scissors. Having an alphabet chart with known mnemonics, a word wall of familiar words, children’s names, and thematic words allows students to be independent and have autonomy over their work.
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Music Center
A music center allows children to express themselves and practice known poems and songs, enhancing their musical and literacy skills. Hanging familiar poems and songs that the students have learned in the music center gives choice and the opportunity to explore literacy, such as letters, words, and comprehension, in a fun playful way. Playing songs and including instruments that are reflective of a student’s culture is a way to be culturally responsive. The example above shows possible instruments for the children to manipulate, allowing for having fun while learning.
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Cozy Center
Create a calming space in the classroom to meet the sensory needs of your students. This is a safe place for children to utilize when they are having big emotions and should not be used as a timeout space. This space should include, but is not limited to: social stories and books about emotions and feelings, calming sensory bottles, pinwheels, stress balls, weighted stuffed animals, feelings or emotions dolls, pillows, beanbag chairs or other soft seating, mirrors, visual supports, etc. You can also include multicultural dolls and multilingual books to embody a student’s culture.
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Math Center
The math and manipulatives center provides opportunities for children to explore number sense, measurement, one-to-one correspondence, and patterns. A math center ensures a dedicated space where objects can be manipulated, sorted, ordered, quantified, and measured. The math center should include age-appropriate games, puzzles, texts, and writing materials of varying degrees of difficulty, to engage all children.
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How do I increase student independence when choosing centers while keeping a structured and organized classroom?
Center time is when child-directed activities are offered and children should be making their own choices in their learning and play. Each center should be introduced to the students where expectations are taught and modeled. Create an equitable student-centered management system that allows students to choose their own centers while creating boundaries to eliminate overcrowding. A well-established student management system will enhance choice, independence, and ownership.
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Erik Sweet, Executive Director, Office of Early Learning
Tanya Amodio-Kovacs, Supervisor
Lori Smart, Supervisor
James Bordis, Samantha Chobot, Paulette Coppin,
Lauren Cosamano, Carly Feldman,
Eric Feml-Nelsen, Jason Gish,
Noelle Lake, Christine Lyons,
Terry Onofrio, Brandon Orszulak, Madison Ramnes,
Tina Rose-Turriglio, Christina Ryan,
Rachel Schlude, Michelle Sidoti,
Zak Snyder, Vicky Woods
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