Module 2
Handout 14: Checklist
You can take steps to adapt the child's physical world through furniture arrangement, space and boundaries, interest areas, materials labeling and storage, and decoration. Meet with one or two colleagues (parents, other volunteers who work in the classroom, specialists, managers, fellow teachers). Together, survey your space for the following issues:
ENVIRONMENTAL CHARACTERISTIC
ImprovementSAFE
A barrier in a room that prevents it from becoming a long running track Barriers such as bookcases or shelving that cannot be pushed over and that do not limit teachers' ability to visually scan the entire room Classroom equipment and furniture that has rounded, not sharp, edges A safe, fenced-in area outside that has impact-absorbing materials under climbers, slides, and swings Playgrounds that are checked each day for debris and broken glass or broken equipment Engaging
Gross motor activities that utilize Interest areas that permit different activities and encourage choice for the children Materials, toys, and supplies that are on shelves or in cubbies, within children's reach (children's sense of independence grows if they can make their own choices and get the supplies they need) A variety of toys with plenty of each kind available, so that children just starting to share have many of one item to play with (it's better to have many of a few different kinds of toys than many different kinds but only one or two of each, to reduce tension and frustration) Calming
Walls and floors that are painted in quiet colors Some walls that are bare; other walls and windows that are not overly decorated Barriers between areas that minimize distractions Carpeting (solid colored) in some areas that deadens sounds; in play areas, carpeting that is short enough so that blocks may be stacked without falling over and adding to children's frustration Sitting areas that include soft cushions Record player that has earphones (carefully regulated to avoid hearing damage) to help prevent one child's entertainment from becoming another child's nuisance Noisy areas (woodworking, blocks) that are situated away from quiet areas (reading) A quiet corner, nook, cranny, or alcove; an empty refrigerator box; or a little built-in loft that provides a place within the classroom not associated with punishment, where a child can retreat for a while with a stuffed animal or a book A cooling down area outside of the classroom (may be part of an office or any small, separated area) with stuffed pillows where a child can go in extreme cases to compose herself, while the teacher or aide stays in the doorway to keep the child safe without too much interruption An in-class bathroom, sink, water table, or individual dishpan/play basins where children may engage in calming water play, and use bath oils and finger-paints or other materials that allow children to let off steam OTHER