MAH: Physical Environment

This educator could think about how to build in a family welcoming area – a way for families to spend a couple minutes at the beginning or the end of the day to learn about what is happening in the program and with their child. The educator could also develop some ways to help a child feel included in the space – pictures from home, using key phrases from the child’s first language, etc.

Areas near a sink are a great spot for science activities. The educator could change the science activities over time, even incorporate them into art activities. A water table could be a useful addition here.

This educator could think about put a quiet area here, away from the noisier or more active centers. Think about what would make this space calming for a variety of child ages.

This educator could set up a welcoming/departure area for families and children to help families feel connected to the program. There could be an information area where families could leave notes or contributions, children could “sign” in, and news for the families would be available.

This educator could set up a quiet spot back behind the shelves, away from the louder activity areas in the front of the room. Think about how children may need a space to get away from noise, enjoy a quiet activity and take a break.

This educator has set up a science area where children can explore how plants grow, what they need, how to care for them, etc. Think about what you would do to extend their learning, for example looking at different types of seeds and bulbs, what foods are seeds, roots, or other parts of the plants.

This educator is off to a great start by displaying the children’s work and having some maps. Think about how you could use the maps to build in connections to children’s cultures. Children could also hang pictures of different aspects of their family traditions, etc.