Classroom Map and Process Project

Classroom Map and Process Project- Benchmark Assignment Monique M. Kartchner University of Arizona

Classroom Map and Process Project Classroom Map and Process Project- Benchmark Assignment Completed Classroom Map: Email: moniquetrejo@email.arizona.edu Password: #1mosurf 2D Dimensions of Infant Class: Please refer to this picture when specific locations in the room

are described in the Classroom Map Description. Please be aware that the 3D screen shots do not show the two Plexiglas partial walls, the shelves and mirror by the diaper-changing table, and the three baby chairs by the book case that are displayed in the 2D screen shot below.

Classroom Map and Process Project Classroom Map Description:

The entrance to the infant class is through French doors. Parents and infant care takers go in through the left door located directly by the shoe rack and exit through the right door. Beside the entrance of the door is a comfortable couch where mothers can breast feed their baby, play with their infant, or relax on before going to work. On the wall east of the door is a refrigerator in which parents place labeled breast milk and other baby food. Beside the refrigerator are two storage units used for extra materials and documentation of each child. There are six cabinets. In each cabinet there is a dated, daily documentation of each infant including: A description of any activities the infant participated in; the infants food consumption, and diaper changes (Arizona Department of Health Services, 2010, R9-5-502.C.d.i.ii.iii.).On the counter of the storage cabinet will be a sign-in parent bulletin board. Parents will know where the documentation of their infant is and can access it at any time to inquire about their child. On the west wall is a cabinet in which parents can put infants extra clothing, blanket, labeled pacifier, medicine with instructions, etc. Beside the cabinet is an empty space in which parents can store their infants stroller. When entering the room parents follow a procedure to provide the necessary materials for their infant in order to feel confident in leaving their child in the class. The area beside the entrance of the room is an open space with two rocking chairs for adults to sit in with their child or to watch their child play with materials that are stored in the child accessible containers. Two of the containers have many different kinds of blocks including blocks that are similar and different sizes and are made of different materials like sponge and wood. The heavy and light items there provide an area where children can compare and contrast and learn mathematical skills. This area also provides an area where the infants can develop their gross motor skills.

Classroom Map and Process Project There are different sizes of blocks including small and big blocks, and Children can engage in a small project with their parent or by themselves to transition into having their parent leave. Beside the block area is a carpeted rise 4-12 inches off the floor that children can climb up onto. Near the carpet rise is a mirror that children and parents can look at themselves in and

play with. In the three containers beside the mirror are materials that are rotated in and out by the care takers and parents who bring them in. This area is considered the infant pretend play area or dramatic play center. In the first bin are small dress-up clothing items with Velcro clasps so infants can put them on and take them off easily. In the second bin are materials that the children may see at home that their parents or family members use. Parents are encouraged to bring items from their home or work that their infants see them using. Last week we had Evans mother bring in a large play phone that we placed in the second bin. Evan loved picking up the phone and putting it beside his face. His mother is a customer service phone representative and uses the phone at home in the evening. Another example of an item that has been popular amongst the children is the hat that Veronicas mother brought in that her husband used in the army. All the children enjoyed putting it on their heads and on one anothers heads. In the third bin are push items including a baby buggy and boards with knobs, zippers, and large buttons that infants can play with and practice using.

Classroom Map and Process Project

The front room area is sectioned off by a Plexiglas partial wall. When entering this part of the room there is a large oval place mat that can be utilized by an adult who is caring for several infants. Beside the mat are three stacking chairs that can be moved and used if an adult would prefer sitting on a chair rather than on the carpet. There are two bins lined on the wall and a tall sturdy table mounted to the wall with a music player on top. One bin contains balls and push and pull toys that the children can play with in this open space. The other bin contains a variety of musical instruments from different cultures. Children can listen to the music playing and gain an appreciation while interacting with the instrument. According to Bullard (2010) this area is vital as it provides manipulative and music materials that enhance physical, language, social-emotional, and cognitive development (p. 272).

Classroom Map and Process Project

On the south wall by the bathroom door is the diaper-changing area and a large enough sink in which to bathe a child. The diaper-changing table has stairs that older children can walk up and a small wall on all four sides so that infants do not fall off. Below the diaper-changing table are six labeled sections that contain each individual childs change of clothing. Beside the mirror are hanging shelves that are sectioned off into six sections and hold the diapers, wipes, soaps, and other materials for caring for each individual child. The sink can also be utilized by a child care worker to clean hands in after changing a diaper. A crib mobile hangs from the ceiling for the infant to play with while getting his or her diaper changed. This toy enhances the infants visual development and keeps them happy while getting changed. There is a mirror on the wall

Classroom Map and Process Project in front of the diaper-changing station that the infant care taker can use to look into and see the other infants playing on the oval carpet behind her.

On the North East wall there is a counter top with a mini fridge, microwave, and counter space for food preparation. Beside the counter is a sink for washing hands, this area sections off the music and manipulative area from the reading and alone areas. The area in the North East corner is a book case that is low to the ground and contains books that are sturdy and interesting for the infants to look at. There are also books propped up against the wall that are plastic and board books. The content in the books are relevant to the childrens lives. For example there is a picture book of Javiers extended family in the book case along with laminated picture cards of each of the infants with their parents. There are three baby chairs on the floor. The infants can sit in these and look at a book by themselves or with an adult. The area is very cozy and near the

Classroom Map and Process Project sleeping cribs so it is quiet enough for the children to interact with the books and the infant care takers. Beside the reading area is an alone area carpet with different colored paper and a variety of washable writing instruments. Hanging from the roof is a canopy that hangs four feet above the alone area. Children can go to this area and relax or engage in making marks on the paper. (The paper is plastic so children cannot eat it, and the markers are large enough that they do not pose a choking hazard). This area helps children who need to separate themselves from over stimulating activities or who may need some quiet time.

The remaining space in the room is used for the napping area. There are three cribs on the South East wall and three cribs on the South wall. The napping/quiet area is sectioned off by a tinted Plexiglas partial wall, and there are blinds over the window near the room for when infants

Classroom Map and Process Project are napping. The cribs have bars that are spaced two inches apart and each crib is placed 2- feet from the next crib (Arizona Department of Health Services, 2010). There is a rocking chair on the large carpet in this area for the infant care taker to use for feeding the babies or rocking them to sleep. On the South West wall is a cabinet that holds extra waterproofed mattresses and

crib-sized bedding for easy access when bedding needs to be replaced. Above each crib is a play mobile individually designed to help each child relax and engage in a stimulating activity when unable to sleep. This area is used throughout the day and is a nice area to have some children napping and others participating in mobile play on the carpet in this area. Class Routines: 7:00-9:00am: Greeting, feeding, diapering, sleeping, and self-directed play activities in front room. Evan arrives at 7:00am. I will greet his mother who signs Evan in and has to leave immediately to get to her job on time. Evan and I will wave good bye to his mother. I will hold him until he feels comfortable to go on the carpet and begin playing. I will then bring Evan to the block and construction center which is his favorite area and play and talk with him. At 7:30 Javier and Jen arrive. I will greet Javier and his mother who drops him off. Javier is usually asleep so I will have his mother bring him into the napping area where she can breast feed him and put him in his crib so he can continue sleeping. Jen, on the other hand, is wide awake when her mother brings her in. I will encourage her mother to stay for a while to play blocks with Jen or play on the carpeted rise with Evan and me. Veronica and Yoon-hee arrive at 8:00am. Veronicas father drops her off and leaves after signing her in. I will hold Veronica, and we will wave good-bye to her father. After Veronicas father leaves I check Evan and Jens diapers, and Yoon-hee checks Javiers and Veronicas

Classroom Map and Process Project

10

diapers and changes them if needed. Veronica will come and play with us in the block area or on the carpeted rise with Evan, Jen, Veronica and me. Yoon-hee will get Javier from the napping area and will bring him to the front room. At 8:55 am I will say, that in five minutes, we will have the mid-section of the room open for play. 9:00-10:00 am: Planned Play: Teacher-directed. Yoon- hee will stay in the front room by the block/ building and dramatic area with Javier and any of the other infants who want to play in the front room. Yoon-hee will check Javiers and Veronicas diapers again and will change them if needed. I will check Evans and Jens diapers and will change them if needed. I will go to the room beside and will turn on the music for the day. From 9:00-10:00 am Yoon-hee will interact with the children in the front room, and I will play and interact with the children who want to play with the push and pull toys, balls, and musical instruments. There is a wall between the two rooms, but there is an open space for any of the infants who want to move between both rooms. For those children who want to play with the musical instruments I will sing the music, make a beat with the instruments, and talk to them about what we are doing with the instruments. At 9:50 am I will begin singing the clean-up song, and will show pictures of how to clean up each area, and how it should look when it is cleaned up. 10:00-11:00 am: diaper checks/changes, feeding, naps, stroller rides on the lower level of corporations child care center. Yoon- hee and I will check diapers and change them if needed. Yoon-hee will prepare the infants bottles by making sure they are labeled and prepare the formula bottles on the counter. I will feed Evan and Jen and will have Yoon-hee push them around the lower level of the corporations child care center. When they return I will pull the curtains over the window and put

Classroom Map and Process Project on relaxing music. I will take out the sleepy time puppet and will read them a special story as

11

they lie in their cribs. I will always place them on their backs. I will stay with them if they need to be rocked to sleep. If Jen and/or Javier are having a hard time sleeping, Yoon-hee will then take one or both of them on a stroller ride through the lower level of the corporations child care center. When they return I will rock Javier in the rocking chair until he falls asleep, and Yoonhee will place Veronica in her crib to sleep. 11:00-1:00 pm: Diaper checks/changes, Planned play: Teacher-directed, activities for some, selfdirected for others, afternoon snack food preparation. Yoon-hee and I will be in the napping area. When infants wake up we will interact with them as we do a quiet activity with them on the carpet or read books to them on the rocking chair. As soon as all four children are awake we will transition into the middle room. I will read and interact with the infants in the book area and will use the technique of scanning to watch the infants in the alone area (Bullard, 2010). Yoon-hee will prepare all the infants baby food at this time. 1:00-3:00: Transition to front room, planned play in front room. Yoon- hee and I will check diapers and change them if needed. We will transition the infants into the front room so that we are there to greet Sakura and Seth. Sakura arrives at 1:30 pm with her mother. Her mother and I will take her to the dramatic area and will begin interacting with her and the materials in the bin. I will encourage the other infants to come play with us and will talk to them about the materials, how they are used, and then engage in play and make- believe with them. Sakuras mother leaves at 2:00 pm. Seth arrives with one of his dads between 2:00-2:15. When he arrives we let him chose which of the areas he wants to play with and help him to share and interact with the younger children.

Classroom Map and Process Project 3:00- 4:45 pm: Afternoon snack/meal, teacher directed activities for infants who are awake. Yoon-hee and I will sing the clean-up song and demonstrate how to clean up. We will then show pictures of the activities we are going to do in in the middle room to help them transition. We will let the infants play and interact with the books in the book area and alone area. I will feed Evan, Sakura, and Javier who are the youngest infants. I will take each infant

12

independently and will feed them while interacting with them one-on-one. Yoon-hee will do the same with Jen, Veronica, and Seth. We will then check diapers and change them if needed. For children who are lying on the ground or giving cues to being tired (we received a list of these cues from childrens parents) I will bring them into the napping area while Yoon-hee plays and interacts with the children who want to continue playing. 4:45- 6:45 pm: Diaper check/change, stroller rides on the lower level of corporations child care center. Yoon-hee and I check and change diapers. Yoon-hee then takes Seth and Sakura on a stroller ride while I play with the infants who are still in the middle room and will bring the children who are waking up into the middle room to play with us. When Yoon-hee returns she will compile the days documentation of each child and will place them in the front room cabinet for each individual infant. One of Evans, Javiers, Jens, and Veronicas parents will come to pick up their child between 6:00-6:30 pm. As Yoon-hee plays with the infants in the front room I will greet each parent and will make them aware of any details about their child that I feel are necessary. Yoon-hee will leave at 6:30 pm when the evening caregiver arrives. From 6:30-6:45 pm I will play and interact with Seth and Sakura and the evening care taker to help them transition into being cared for by the evening care taker. Classroom Climate:

Classroom Map and Process Project While planning the routines for specified times of the day I considered many different aspects including the classroom climate. My first consideration was the infants and the family backgrounds they came from. Understanding the diverse backgrounds helped me to develop areas of the room where parents had an influence on what was used. The culturally significant

13

items that they add to the dramatic area let children use objects and instruments that their parents use. While playing with the children in the dramatic area I can discuss the significance of the items that the infants bring in and how they are used. The book area displays the makeup of each family and how each is different. This area may help Jen understand that Seths family is made up of two fathers whereas she has a mother and father. In the book area I can acknowledge and explain the different family make-ups of the children. Bullard (2010) explains how a schedule will provide the consistency and psychological stability, and [will] allow children to know what is expected (p. 49). As the infant care taker I will understand the importance of following through with the schedule to help the children to become less anxious and focus on higher learning skills. I specifically planned the schedule to allow the infants to have enough time to complete their tasks and become more independent. The seven blocks of time in the schedule provide large enough time frames for the infants to engage in their chosen activity or center and to then transition to the next activity of the day. Though I have an outlined schedule I will use it more as a guide rather than a strict outline procedure making time to honor childrens needs and interests (Bullard, 2010). A positive classroom community will be built through greeting the infants and their parents in the morning. Along with greeting the parents and developing routines to accommodate each infants needs, the documentation of each infant and the easy access for the parents will keep the parents aware of how their child is developing and details they need to know as the

Classroom Map and Process Project

14

childs parent. Although the documentation of each child is accessible, the parents will also feel comfortable with asking me or Yoon-hee any questions relating to their child in the morning when they drop their child off or in the afternoon when they pick their child up. I will make it a priority to visit each of the families in their home before or at the beginning of the time when they bring their child to the Infant class. During this meeting I will get to know their child, the parents hopes and fears regarding their child, their individual childs talents along with their cultural and linguistic needs. Finally I will provide the parent/parents with my contact information in case they have any questions regarding their child. I will then use the information I learned at the home visit to incorporate the familys funds of knowledge in the classroom. Professional Reflection: In September I created my preliminary map and general description of class routines. In the four months following this assignment I have learned many new things about how to create a respectful and positive classroom environment. While creating my preliminary map I did not understand the complexity of the classroom layout, the materials that needed to be culturally and linguistically relevant to the infants, and the transitions in the schedule that would help to make the day run smoother and provide educational opportunities for the children. While creating the preliminary map I placed the infants cubbies on the ground. Throughout the semester I learned that cubbies where parents put their childrens clothing, food, and medications should always be out of reach from the infants. In my final classroom map I used a cabinet that has lifted cubbies that are out of reach from the infants. In my final classroom map I placed a large comfortable couch by the entrance so that parents can sit on the couch and feed or interact with their child before leaving. This helps with the home to program transition. I put a fridge by the front entrance where parents can place their infants milk and food. Beside the

Classroom Map and Process Project fridge is another cabinet with documentation on each child. In the Child Care Licensing it outlines the importance of documenting a daily record of each childs activities, food consumption, and diaper changes (Arizona Department of Health Services, 2010). In my final classroom map, rather than putting the diaper changing area in the front room where parents enter I placed it in the mid-section of the room near the bathroom. Beside the diaper changing station I added a large enough sink to bathe a child in. I placed the diaper-changing area in the mid-section of the room because many of the hours spent with the children include changing

15

their diapers and in comparison to other areas of the room this is where most of the time is spent. I also placed a mirror on the wall in front of the diaper changing station so Yoon-hee or I can see the infants playing behind us while we are changing a childs diaper. The last addition I made was putting a washer and dryer in the bathroom so the continuous washing can be done throughout the day which keeps the room cleaner. In the final classroom map I removed the little plastic wall and made the front room more open. I did this along with placing two rocking chairs in the front play area so parents can stay and interact with their child. I added a raised carpet area because in the preliminary map I did not have a playground for the infants. The raised carpet area and open space create a space for them to repeat climbing up and down the play-ground and running around this space which helps their locomotor skills. I also added a bin with balls so the infants can develop small motor skills through throwing, kicking, and hitting (Bullard, 2010). I moved the book case to the north east corner of the room where it is quieter and can be more focused on reading and literacy. Beside the raised carpet area I added a dramatic area to this front room where parents can bring in culturally applicable items that their children can play with throughout the day. The children are

Classroom Map and Process Project

16

able to play with their own culturally applicable items, others shared items, and to play with the items together which promotes community building. In the middle section of the room I placed a bin of musical instruments that contains shaker eggs, a tambourine, a bongo drum, and household items like pots and pans that the infants can make music with and explore. Beside the musical instruments is a music player where I play a variety of music. Children at this age tend to appreciate music, and as an infant care taker I hope this area will help the children increase their motor, cognitive, language, and socialemotional development (Bullard, 2010). In my preliminary map I had placed tables and high chairs in the North East corner of the room. In my final process map I removed the tables and high chairs and replaced them with a food preparation counter, a book/literacy area, and an alone area. Rather than feeding the infants in chairs all together, Yoon-hee and I take this time to feed each child individually. This feeding time is a time when I am able to interact with each child one on one and help them develop positive eating habits. I also utilized this area to make a comfortable and quiet place where children can take books from the book case and read on their own or with an adult. This book area provides a place for infants and adults to interact with books. The book area also has pictures of the infants with their parents and families which addresses the individual differences and diverse cultures in the infants lives. The alone area in this part of the room provides an area where the infants can make marks on paper so they can begin to develop their writing skills. Though it is not highlighted in the classroom map or class routines there will be an abundance of language used throughout the day. In TTE 301 I have learned how using language with children not only helps them develop their language skills but also shows them respect. As an infant care taker I will use language to describe what the child is doing, to name objects and

Classroom Map and Process Project

17

feelings, and to describe what [I as] the adult [am] doing (Bullard, 2010, p. 131). I will take the opportunity to visit and interact with the children while changing the infants diapers, feeding them, playing with them, and helping them transition to other areas of the room. I will talk and visit with the children and will intentionally use rich language and new vocabulary words that will help them develop a more sophisticated vocabulary and richness in language when they begin to speak. Lastly, I will respond to all efforts the child makes to communicate, responding to childrens coos, engaging in conversational give and take, and expanding and extending childrens speech as they begin to use words (Bullard 2010, p. 131). This continuous language exchange will create a positive classroom climate where the childrens individual, cultural, and linguistic needs are met.

Classroom Map and Process Project References Arizona Department of Health Services. (2010). Arizona Administrative Code and Arizona Revised Statues for Child Care Facilities (R9 5-101- 2-112). Arizona. Bureau of Child Care Licensing. Bullard, J. (2010). Creating Environments for Learning: Birth to Age Eight. New Jersey; Pearson Education, Inc.

18