Classroom Enviornment and Schedule Arrangement SEI 513 Spring 2014 Kara St.

Hilaire University of Maine

On February 26 2014, I administered the Early Childhood Environment Rating Scale Revised (ECERS-R) in the Busy Bees classroom, at the Childrens Center Augusta. After reviewing the results, I specified the areas that needed improvement within the environment and the classroom schedule, and addressed these needs during a classroom meeting on March 17, 2014. I started by showing them a visual of our daily schedule:

8:30- Arrival 8:30-9:00- Sensory 9:00-9:30- Breakfast 9:30-9:45- Potty/Brush teeth 9:45-10:45- Play Stations 10:45-11:00- Outside 11:00-11:30- Circle & Prizes 11:30-12:00- Lunch 12:00-12:30- Rest time 12:30-1:00- Sensory 1:00-1:30- Play Stations 1:30-2:00- Circle 2:00-2:30- Snack 2:30-3:15- Outside 3:15-3:30- Prizes and Departure

I then explained the issues I saw with the routine. For starters, circle time should be at the beginning of the schedule, so they can start their day off by being greeted by their peers and teachers, as well as discuss their emotions, and how they are feeling. Having circle time in the morning also presents the opportunity to discuss and review with the kids what we are learning about, as well as introduce play stations, activities, and/or any changes within the routine or staff schedules. Since seven out

of nine children are there for both the morning and the afternoon session, I also decided it would be beneficial to mirror the morning and afternoon schedule. This also helps for consistency with subs, and therapists who have sessions in the classroom. I then proposed an updated daily schedule: Arrival 8:30-9:00- Sensory 9:00-9:30- Breakfast 9:30-9:45- Potty/Brush teeth 9:45-10:00- Circle 10:00-10:45- Play Stations 10:45-11:15- Outside 11:15-11:30- Goodbye & Prizes 11:30-12:00- Lunch 12:00-12:30- Rest time 12:30-1:00- Sensory 1:00-1:30- Circle 1:30-2:15- Play Stations 2:15-2:30- Snack 2:30-3:15- Outside 3:15-3:30- Prizes and Departure

Along with changes in the daily schedule, I also laid out some ideas on how we could enhance the quality of the classroom environment. I started by discussing the lack of literacy in the classroom, and how important it is in early education; especially for the children we serve who come from adverse backgrounds. I suggested we put a bookshelf in the classroom and add books relevant to the theme or topic we are discussing. I brought up an opportune time for books to be used: when the room is in the process of transitioning from breakfast, some children take longer to brush teeth and go potty; during this time children can sit in the book area

and freely look at books while waiting for circle to begin. I also offered to plan and implement literacy activities daily. I discussed the dramatic play area, and how the four different themes make it confusing for the children, while also adding clutter in an area that could be very functional and engaging for the kids. I suggested we stick to one theme at a time, and attempt for it to correlate with whatever the current classroom theme is. So if the classroom was learning about plants, put gardening tools, flowers, watering cans, etc. in that area to promote further investigation into the theme by using pretend play. The staff all seemed very receptive to my thoughts and ideas on improving the quality of the schedule and environment; I found there was an actual sense of excitement when we began discussing themes, activities and play stations. With the hope that staff members are proactive in working together towards a common goal of enhancing our early childhood environment, I believe using the ECERS-R was an efficient way of addressing the needs of the classroom in a professional, factual manner.