APPROPRIATE CLASSROOM ENVIRONMENT FOR PROPER DEVELOPMENT OF CHILDREN

Appropriate Classroom Environment

            The contents of this paper give a detailed explanation of a classroom environment that supports developmentally appropriate practices. In addition, it will also seek to describe the equipments, furniture, and materials, which are important in supporting growth and development of children. In the end, the paper will explain how the environment created lines up with the vision, philosophy, and mission.

            It is essential for teachers to be aware of the developmental characteristics of the students that they teach. This will greatly assist in implementing the developmentally appropriate practices especially in the formative years. It also allows teachers to support the children’s progress successfully towards becoming adjusted, thoughtful and confident (Eliason & Jenkins, 2012). Educators among other concerned parties need to know the best provisions that they can give to the children and that can enable them to reach their full potential. All children need to be provided with the optimum conditions necessary for childcare regardless of their gender, economic situation, race, or religion. Tutors need to be highly trained, creative, empathetic, tolerant, warm, understanding, hopeful and nurturing (Eliason & Jenkins, 2012).

             Play is an important aspect of the child’s development. Growing children explore and learn more through their environment. It is during the play that children learn how things work; learn how to solve problems and develop their social skills. As active learners, children therefore need to be provided with an environmentally friendly space that will help stimulate their creativity and development in general. Learning can be offered through either games or play. Whatever materials are available, the classroom has to meet the requirements of children in that room. The materials, furniture among others must encourage the children to think as well as discover.

            According to the National Association for the Education of Young Children, the pivotal point of developmentally appropriate practices rests on three main goals. These include; knowledge informing decision-making, goals must be achievable and challenging and teaching must be intentional for it to be effective (The Core of DAP, 2009).

            A good learning environment is comprised of the following; a well-organized classroom with defined spaces. There should be sufficient space, which is comfortable, and the room temperature is conducive for playing and learning. The room should be welcoming and warm.  In addition, there should be spaces where the children can be able to keep their personal effects. Communication and language should be encouraged. Science as well as nature activities spark off curiosity within the children fraternity. Clear paths should be provided in the classroom to ensure that they do not interrupt play (Decker .C. et.al,2009).  The classroom also needs to have a space where the children can feel isolated or a private place. This area can be referred to us the ‘cozy area’. This will minimize the overwhelming nature of noise.

             The classroom will have lined up with philosophy, mission, and vision. Firstly, it will be a respectful, responsive, safe and a positive place to be. It will guide the students in active engagement with the environment in a healthy way, in solving problems and knowing how they fit into the society. The vision will be ‘to be a recognized institution in creating a holistic education that will integrate the children in the society through problem-solving skills. The mission, to provide high-quality education of young children to inspire them to develop by natural curiosities. These will be achieved if the environment described above is achieved.

References

Decker .C. et.al. (2009). Planning and Administering Early Childhood Programs. (9th ed.).           Upper Saddle River, NJ: Pearson.

Eliason.C. F. & Jenkins, L. (2012). A practical guide to early childhood curriculum. (9th ed.).       New Jersey: Pearson Education, Inc.

The Core of DAP (2009).” Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8" (PDF), adopted in 2009.