Classroom Environment

THE NEFEC REACH PROJECT was funded by a grant through Early Reading First The information in this PowerPoint is provided by the NEFEC REACH Workshop Series Website. The information is a consolidation of professional learning presentations, current research and teacher contributions. The ERF REACH Lead Team is providing this early literacy information for early learning professionals and leaders. We have provided the most current research as well as practical application ideas and suggestions for early educators to use in their classrooms. Please preview and adjust the information as needed for the purposes of your audience.

A High-Quality Literacy Environment… Includes the environment and the teacher-child and peer-to-peer interactions that children encounter in their classroom (Smith & Dickinson, 2002) Provides “rich opportunities to learn and practice language and literacy related skills in a playful and motivating setting” (Snow, Burns, & Griffin, 1998, p.171) Provides developmentally and individually appropriate educational practices that are sensitive to cultural, ethnic, and gender differences (NAEYC, 1996)

Why is a High-Quality Environment Important? Improves the general cognitive abilities and the learning trajectory of children, particularly those at-risk for later learning problems (Barnett, 2002) Contributes to later reading success (Snow, et al., 1998) Promotes a positive attitude towards reading and writing (Cunningham, 2008)

Classroom Climate Teachers and children: Enjoy warm, caring relationships with each other Smile, laugh, and show enthusiasm for learning Show respect towards one another Have frequent positive communication with one another (Pianta, La Paro, & Hamre, 2008)

Encouraging Positive Social Interactions Limit the number of centers open Provide interesting materials Use materials that encourage sharing Keep children near socially competent peers (Bovey & Strain, 2003)

Does Your Environment Respect Diversity? Does the environment: Reflect diversity in family styles, configurations, and socioeconomic class? Include materials for children to explore their physical selves? Reflect a diverse group of people's current daily lives, including home, work, traditions, and recreation? Represent all the cultural groups within the community, across the United States, and in the world? (Santora, 2003)

Does Your Environment Respect Diversity? Does the environment: Reflect diversity in gender roles? Include the full ranges of abilities and body types? Do you use inclusive language throughout the day? (Santora, 2003)

Creating a Learning Environment Key factors: Daily schedule Language Teacher Time for play & exploration Thematic centers Management systems Classroom displays

Daily Schedule

Guidelines for Small Groups Instructional goal determines number of children Intentionally organized Separate from center time Best for teaching content Teachers play an active role Small groups happen on a daily basis (Wasik, 2008)

Language

The Teacher Plans ahead to accomplish curriculum goals Materials prepared and accessible Team work Organized Utilizes available technology

Time for Play & Exploration

Designing Centers Clear boundaries & entries Size, shape, & height Personality Rules Aligned with program goals (Neman & Roskos, 2007)

Centers Reading CenterWriting Center

Centers ConstructionDramatic Play

Centers ArtABC Math/Science

Management Charts

Literacy-Rich Environment

Assessing the Quality of the Environment

References Adams, M.J., Foorman, B.R., Lundberg, L., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes Publishing. Assel, M. A., Landry, S. H., Swank, P. R., & Gunnewig, S. (2007). An evaluation of curriculum, setting, and mentoring on the performance of children enrolled in pre-kindergarten. Reading and Writing, 20, 463–494. Barnett, W.S. (2002). Early childhood education. In A. Molnar (Ed.) School reform proposals: The research evidence (pp.1-26). Greenwich, CT: Information Age Publishing. Bennett-Armistead, V. S., Duke, N. K., Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York, NY: Scholastic.

References Bovey, T, & Strain, P. (2003). Using Environmental Strategies to Promote Positive Social Interactions. Retrieved from Center for Improving the Readiness of Children for Learning and Education (C.I.R.C.L.E, 2004). Preschool early language and literacy training manual. Houston, Texas: University of Texas. Cunningham, D. (2008). Literacy environment quality in preschool and children’s attitudes toward reading and writing. Literacy Teaching and Learning, 12(2), Martinez- Beck, I., & Zaslow, M. (2006). The Context for critical issues in early childhood professional development. In I. Martinez – Beck & M. Zaslow (Eds.), Critical Issues in Early Childhood Professional Development. (pp ). Baltimore, M.D.: Paul H. Brookes.

References Morrow, L.M., & Smith, J.K. (1990). The effects of group size on interactive storybook reading. Reading Research Quarterly, 25, National Association for the Education of Young Children. (1996). Responding to linguistic and cultural diversity: Recommendations for effective early childhood education. Young Children, 51(2), Neuman, S.B., & Roskos, K. (2007). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. New York, NY: Scholastic. Pianta, R.C., La Paro, K.M., Hamre, B.K. (2008). Classroom Assessment Scoring System (Pre-K). Baltimore, MD: Brookes. Santora, L. (2003). How Can You Create a Learning Environment That Respects Diversity? Retrieved from

References Smith, M.W., Brady, J.P., & Anastasopoulos, L. (2008). Early language & literacy classroom observation (Pre-K). Baltimore, MD: Brookes Publishing. Wasik, B. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35,