Classroom Design
Alicia Crotzer
EDUC 670
Classroom Design
Classroom
Door
Classroom
Door
Outside
Door
Outside
Door
Cubbies
Cubbies
Circle
Time
Rug
Circle
Time
Rug
Library
Library
Children’
s
Restroo
m
Children’
s
Restroo
m
Counte
r &
Food
Prep
Counte
r &
Food
Prep
Food
Tables
Science/Sens
ory Area
Science/Sens
ory Area
Rug
Rug
Hous
e
Area
Hous
e
Area
Rug
Rug
Block
Area
Rug
Rug
Sink
Sink
Art
Shel
f
Art
Shel
f
Art
Table
Art
Table
Table Toys
Table Toys
Table
Table
Fridge
Fridge
I believe that young children learn
best through play and hands-on
experiences.
Zechariah 8:5 - “the streets of the city shall be full of
boys and girls playing in its streets”.
“As Vygotsky put it, "The role the child plays, and her
relationship to the object if the object has changed its
meaning, will always stem from the rules, i.e., the
imaginary situation will always contain rules. In play the
child is free. But this is an illusory freedom" (Vygotsky
1967, 10)” (Bodrova, Germeroth & Leong, 2013).
Each area in the classroom design allows children to
play freely. Each area also provides hands-on
experiences through the toys available. This is especially
true in the art and science/sensory areas.
I believe that emotional regulation is something
that needs to be worked on, especially in the early
childhood education setting.
Proverbs 29:11 - “a fool gives full vent to his spirit, but a
wise man quietly holds it back”.
“Results have implications for early prevention and
intervention efforts to foster adaptive self-regulation of
emotion and reduce risk for later social problems and
delinquency” (Trentacosta & Shaw, 2009).
In an open-classroom design, teachers can adequately
watch children and intervene in situations that need
support.
Posters and pictures will be hung on the walls that have
to do with emotions and appropriate ways to calm down.
I believe that the teacher-learner
relationship is key to success in every
classroom.
Luke 6:40 - “the student is not above the teacher, but
everyone who is fully trained will be like their teacher”.
“Froebel believed that human beings should be
respected and accorded the dignity due them as the
manifestation of the divine spirit in human form”
(Gutek, p. 260).
An open classroom design allows teachers to interact
freely with the children and still have visuals on other
children in the room.
The different areas in the room provide conversation
starts for teachers and children.
I believe that a strong teacher-parent
relationship fosters learning inside and
outside of the classroom.
Galations 6:6 - “Nevertheless, the one who
receives instruction in the word should share all
good things with their instructor”.
“Trust is an important dimension of parent
educational involvement and parent-teacher
relationships” (Santiago, Garbacz, Beattie &
Moore, 2016).
An open classroom allows teachers to see who
enters and exits the classroom. This allows
teachers to interact with parents on a daily basis.
I believe that classroom management is
one of the biggest proponents of a
successful classroom.
Proverbs 22:6 - “start children off on the way
they should go, and even when they are old they
will not turn from it”.
“ The task of the teacher is to arrange a learning
environment that will provide positive
reinforcement for desired student actions.
Unrewarded acts, in a controlled environment,
will be extinguished over time” (Knight, 2006, p.
136-137).
Classroom Areas
Circle Time
Area/Library
“A high priority for early
childhood professionals is to
provide programs that
support and facilitate
children’s language
development” (Morrison, p.
253).
Circle time introduces songs,
movement, stories, etc. to
children and enhances
language development.
Table Toys
“Motor development is
essential because it
contributes to their
intellectual and skill
development” (Morrison, p.
243).
Table toys will help enhance
children’s fine motor skills.
Toys include, puzzles,
linking toys, blocks, and
lacing beads.
Classroom Areas
Cubbies
Children will have their
own cubby for their
personal belongings
(jackets, sheets,
blankets, etc.)
Cubbies will be labeled
with the child’s name.
This will help children
begin to recognize their
names.
Beginning to teach
personal space.
Lunch Tables
Eating time will be
family-style.
Children will be able to
serve themselves food
and pour their own
drinks.
This teaches
accountability (cleaning
up messes), gives
choices (picking foods),
and provides children
with conversation.
Classroom Areas
Block Area
Symbolic play is “the ability
of a young child to have an
object stand for something
else” (Morrison, p. 248).
Items in block area include
big Legos, foam blocks,
cars, people, animals,
dinosaurs, tools, etc.
Children can build and
imagine in block area.
House Area
“Sociodramatic play
usually involves everyday
realistic activities and
events” (Morrison, p.
288).
Items in house area
include a play kitchen
(fridge, stove, etc.), play
food and utensils,
table/chairs, dress up
clothes, baby dolls, etc.
Classroom Areas
Art Area
“An appropriate program for
children younger than three
invites play, active
exploration, and movement”
(Morrison, p. 261).
Paper, crayons, chalk and
dry erase boards will be
readily available.
Other art materials will be
provided with teacher
supervision.
Science/Sensory Area
This area will have a
sensory table.
Magnifying glasses,
sensory bottles, shells,
rocks, nature materials,
etc.
Classroom Areas
Restrooms
“In the United States,
many children start to
show signs of being ready
to start toilet training
between eighteen and
twenty-four months of
age” (Morrison, p. 239).
Child sized toilets (2) and
sink, as well as a changing
table will be in the
restroom.
References:
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation:
Lessons from vygotsky.American Journal of Play,6(1), 111-123. Retrieved
from http://ezproxy.liberty.edu/login?url=https://search-proquest-
com.ezproxy.liberty.edu/docview/1470086222?accountid=12085L
Gutek, G.L. (1995).LA History of the Western Educational Experience.LProspect
Heights, IL: Waveland Press.L
Holy Bible: English Standard Version. (2001). Wheaton, IL: Crossway Bibles.
Knight, G. R. (2006).LPhilosophy & education: an introduction in Christian
perspective. Berrien Springs, MI: AndrewsLUniversity Press.
Morrison, G.S. (2008). Early childhood education today. Upper Saddle River,
NJ: Pearson Education
Santiago, R.T., Garbacz, S.A., Beattie, T., & More, C.L. (2016). Parent-teacher
relationships in elementary school: an examination of parent-teacher trust.
Psychology in the schools, 53(10), 1003-1017. Doi: 10.1002/pits.21971
Trentacosta, C.J., & Shaw, D.S. (2009). Emotional self-regulation, peer
rejection, and antisocial behavior: developmental associations from early
childhood to early adolescence. Journal of Applied Developmental Psychology.
30(3), 356-365. Doi: 10.1016/j.appdev.2008.12.016
