Resources for Teachers: Preparing for the First Week

SUGGESTIONS FOR ROOM ARRANGEMENT

An art easel is available to the children every day.
Paint cups are filled and painting implements are available each and every day.
There is a supply of paper (various sizes) available near the easel.
Smocks are easily accessible to the children.
There is a place for drying pictures and a source of water nearby.
There are low shelves containing materials such as plain sheets of paper, crayons, markers, pencils, scissors, paste and/or glue, collage materials, paint and play dough which are organized and accessible to children.
A table is located in the area.
A gallery or display area with children's artwork is at child's eye level

There is ample space for unit and hollow block building.
The block area is located away from traffic patterns.
There are enough unit blocks and hollow blocks in the room.
There are accessories stored nearby on open low shelves (cars, trucks, people, animals, traffic signs).
The blocks are stored on shelves for easy accessibility and are organized for easy clean-up.
Pictures, photographs, posters of city scenes or buildings are present.
Found accessories are available to enhance play.
Reading and writing materials are located in the center
A variety of blocks are present (hollow, unit, interlocking, cardboard, foam, table, architectural, large hollow plastic blocks).

There is a full-length mirror available to the children.
There is a variety of dress-up clothes (for both male and female roles) readily accessible and organized.
There are kitchen items.
There are special props/accessories related to the children's interests or theme.
There are dolls representing various populations of the world and doll equipment available.
Real and found materials are available.
Materials are organized for easy accessibility and clean up.
There are props to encourage beginning reading and writing skills (recipe books, telephone books, check lists, telephone message pad).
Props for at least two themes are accessible.

There are at least as many books available as there are children enrolled.
There is a variety of children's literature books such as: picture, animal, word and information books and nonsense stories and rhymes.
Books reflect diversity across ages, races, culture and abilities.
Class-made books are included in the reading area.
The books reflect the current topics in the classroom.
There are books and writing materials throughout the classroom.
The books are appropriate for the age and interest of the children.
The books are displayed and organized so that the children can readily see the front of the books.
The book area is located away from noisier areas of the classroom.
There are other materials available in the center that promote language development (flannel boards and accessories, puppets, paper, writing instruments, telephones).
Soft seating is available.
The writing area is located nearby or as a part of this area.

There is a table where children can work with manipulative materials.
Manipulative materials are stored on low shelves near the table.
Manipulatives include materials for counting, sorting, recognizing shapes, classification and hand/eye coordination.
Manipulatives are labeled and stored neatly in containers.
Real or recycled materials have been included in area.
There are puzzles to accommodate various skill levels and interests.
There are age appropriate games (games with spinners to reinforce 1 to 1 correspondence, memory games, simple card games).
There is a variety of materials and in quantities large enough for small group activities.
Materials are complete with all necessary components.
Materials are accessible to measure length, weight and time.
The area is set up to encourage independence and exploration.

Basic science exploration materials are accessible (magnets, magnifiers, prism, color paddles, binoculars, etc.)
There is something living and growing in the classroom.
There are items that stimulate interest in nature and science (life, physical, earth and health).
Collections of natural items are accessible.
The items are placed so that children can handle and examine them.
There are pictures, books and/or games related to science/nature displayed in the area.
There is a sensory table, supplied and accessible to children.
Texture/sensory table materials are varied and changed regularly.
Paper and pencils are included in the area to record observations.

There is a record, tape or CD player.
There are records, tapes or CD's in the area.
Music is played at various times during the day (classical music is recommended during rest time).
Musical instruments are accessible to the children.
Materials are available for children to use to make their own instruments.
Props for movement are available.
Music/instruments reflect various cultures.

There is a tape player (in working condition) with 2-4 headsets in the area every day.
There are books and tapes in the area every day.
The listening area is organized and accessible.

There are various types and sizes of writing instruments.
There are various types and sizes of paper (notepads, lined paper, plain paper, order forms, etc.)
There are props such as old telephones, typewriters, keyboards, a desk, etc.
There is meaningful print for children to copy (words with pictures, name cards, environmental print).
There are book-making materials.
There are stencils for tracing.
There are other materials to encourage writing such as: stamps, stamp pads, envelopes, etc.

The teacher's desk has been removed from the classroom to allow the space to be used for equipment and materials appropriate for young children.
There is space available to store hazardous materials out of the children's reach or out of the classroom.
There is space for the teacher's supplies that is not accessible to the children.

Use low furniture to separate areas.
Arrange centers for independent use by the children.
Store toys and equipment of the same type in the same place.
Refer to your interest centers by name and label them with words that are meaningful to the children.
Store equipment and supplies in or near the area in which they are used.
Children are more likely to put things away if they understand where they belong.
Arrange the room so that all areas can be supervised easily.
Areas/centers should be out of the flow of traffic.
Provide privacy areas to allow individual children to be alone.
Place the art area near a sink or bathroom.
Materials to encourage reading and writing should be placed in each interest area.