Embrace Your Space

Angie Colclasure, MEd, is the director of early childhood education at Valley Christian Schools in Cerritos, California. She has more than 35 years experience as a teacher and an administrator in both public and Christian schools. She currently serves as an Early Education
Ambassador for ACSI Southern California.

“Thank you for your interest in teaching here at XYZ Preschool. Do you have any further questions?”

“Why yes,” I’d respond eagerly.

“May I see the classroom?”

The classroom visit usually helped finalize my choice when I was deciding whether to accept the teaching position I was applying for. As teachers, we spend our entire day in the classroom with preschool children who depend on us to create an environment that is fun and conducive to learning. We plan the activities, implement the curriculum goals, and evaluate the progress of everything—all in the context of the space, equipment, materials, and arrangement that we are given.

My personal goal is to be an effective, accomplished teacher who truly desires to prepare young children for a life that integrates God—so I set out more than 30 years ago to learn. I began to acquire knowledge so that the children under my care can develop a strong foundation for learning, a good character, and the skills needed for future school success.

Strategies, Techniques, and Theories, Oh My!

During college, I saw many early-childhood programs through student teaching, campus observations, and practicum experiences. I was able to evaluate firsthand the Montessori method, the National Academy of Early Childhood Programs system, the HighScope approach, and many methods of all three actively in process through Head Start preschools, in which I served as a teacher and a child development director. I was drawn to programs that used carefully arranged learning or interest centers to promote active, hands-on learning.

These centers, set up around the classroom and throughout the play yard, seemed to stimulate children’s natural interest in making decisions, answering questions, and pursuing discovery on their own through play. The organized stations usually held labeled and defined materials for children to choose and use independently. Oddly enough, these classrooms were bustling with busy excitement, fun, and creative energy but still reflected a sense of order and structure. I remember thinking how calm and relaxed the teachers were as they interacted with the children in small groups, giving needed one-on-one instruction.

These classroom spaces had clearly defined structure that showed children, teachers, and visitors the exact purpose of each area. To help children find and put away toys and supplies by themselves, all materials were stored in the area where they were used, on low shelves or the floor, and in containers that children could see into and handle independently. Both shelves and containers had labels that made sense to children, such as pictures of the objects stored there. The children knew the rules about using the materials properly and cleaning up with little effort from the teacher; no wonder she seemed to enjoy her class!

These observations ignited my passion to embrace active learning for young children. I deliberately set out to create spaces that allowed children to initiate their own learning though hands-on discovery. In whatever classroom I was assigned, I always changed the large, open-space environment to defined interest centers around the perimeter and a large rug area for group-time sessions. I could change the overall climate of the classroom simply by reorganizing the space.

I found that just a few small changes made a big impact on learning. The daily schedule and transitions flowed more effectively, eliminating points where activity was likely to be unproductive and full of conflicts. These changes gave me more time to observe, interact with, and assess the children individually or in small groups. I began to enjoy all the children by building one-on-one relationships while other children were busy in centers. I could clearly assess how and what the children were learning. Embracing the space was just as important to good teaching as developing curriculum or writing lesson plans.

Where to Begin?

1. Evaluate the daily schedule.

The teachers and the director should carefully determine how and when the classroom space will be used throughout the day. Decide, using the daily schedule, how much time is allotted to centers, when the children will be in circle time or large group, and when they will be allowed to initiate and reinforce their own learning by touching, feeling, and exploring. Will this child-initiated learning be in small groups with a teacher or in centers with peers or with adults? Evaluate what space will be needed and how it will be used, and then set it up.

2. Evaluate what you have.

Take time to examine the entire classroom space. By identifying the wall space for a display, the window areas for a possible science center, or even the proximity of a shelf to a nearby table, you can envision changes. Evaluate the size of all tables, cubbies, book racks, and shelves and envision ways to rearrange them to create a divided center. A shelf or cubby that was flat against a wall could be turned sideways to divide that wall into space for two centers. The back of the shelf can be a picture or poster display or even a flannel board. One teacher attached a metal cookie sheet to the back of a cabinet and added magnetic letters so children could sit and spell.

3. Evaluate the curriculum goals.

Curriculum guides, whether purchased or school-created, are usually built around teacher- and child-initiated learning activities. These activities are measured by benchmark accomplishments in five learning domains:

• Spiritual (Bible knowledge, character development)
• Cognitive (language, math, art, music, science)
• Social and emotional (listening, sharing, obeying, making friends)
• Physical (large and small muscle development and skills)
• Health and well-being (nutrition, healthy bodies, self-care skills)

When deciding the best use of classroom space, always keep the curricular domains in mind and use sectioned centers to reinforce learning in those domains. Try to create spaces that enhance learning and that are easy for young children to use. A science center near a window will let plants and animals have sunlight. A block center placed away from traffic or busy play keeps children’s structures from being knocked down. A library corner or book nook works well in a corner away from group play that generates noisy interaction.

The following suggested learning centers are basic for preschool classrooms. Allow your creativity free play in the centers. Even the children can become involved by bringing items from home or making the centers imaginative.

Other Possible Creative Stations

4. Set the rules.

• Limit the number of children allowed in the centers according to the space.
• Teach proper use of materials, including what can and cannot be done with them and where to put them away.
• Establish a cleanup and transition guide such as playing a song, or lowering the lights.
• If you add new items to a center, introduce their purpose to the children and explain what is different.
• Encourage children to be excited and curious about the centers by having discussions at group time and asking how children plan to use the centers that day. Encourage children to try new centers.
• Make sure staff, volunteers, and subs all know the guidelines for center use; consistency with the children is vital!

5. Remember these final tips:

• Clearly define areas by adding a title or descriptor in large, clear print, hanging on the wall or the equipment.
• Do not allow centers to run into each other. Use furniture, shelves, or dividers to define the space.
• Label, label, label. Use drawings, photos, an actual piece of the material, or a cutout of its shape to label the container and the shelf so children can easily see where things go. Trace the object’s shape on Peg-Board and add a hook.
• Keep art centers replenished with collage or free-expression materials.
• Rotate materials, toys, and books at least every few weeks to keep them fresh and support holidays, seasons, and curriculum themes.
• Rotate dramatic-play centers’ themes. Create a vegetable store in November, a holiday store in December, a beauty shop in January, and so on.
• Reward and praise cleanup, proper use of materials, and sharing and taking turns.

Embrace your space and enjoy your children!

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