Our Classroom

Teaching for transfer and the physical space for learning in Pre-K children

Scout Crowell, Psychology/Spanish, Junior

This piece is from my first self directed learning project in which I outlined key features of a developmentally appropriate pre-k classroom (ages 3-5) according to educational and developmental psychology. I offer examples of three of these points and end with a description of the physical space conducive to learning. I chose this piece because it is not uncommon for classrooms to have developmentally inappropriate practices for their students, and I want to offer a resource to educators/caretakers.

• The teacher will honor and foster the natural desire to learn that the child demonstrates as they seek to make sense of the physical and non-physical world by excluding rewards, grades, and other extrinsic motivators.
• The teacher will take an active role in the classroom by providing students with an environment in which they feel that they can learn, offering stimulation in the environment and activities, thus creating opportunities for autonomous engagement.
• Children will be evaluated by “teacher descriptions,” which chronicle the child’s development and progress on educational topics. 
• This description will be used solely for the purpose of recognizing areas of need and allowing parents to stay updated. 
• Children will not have access to teacher descriptions as not to encourage competition and buffer intrinsic motivation.
• Student-student collaboration will be highly encouraged through group lessons and projects while student-teacher collaboration will be encouraged through monthly “think-tank” sessions in which children share what they enjoy, dislike, and want in the classroom with the hopes of creating a more engaging environment and fostering opportunities for initiative.
• Lesson plans will include developmentally-appropriate tasks that encourage semiotic functions through activities such as art and storytelling.
• These tasks will provide opportunities for success, creativity, and independence encouraging initiative rather than guilt.
• The teacher will place personal focus on their relationship with each individual student, paying attention to appropriate responses and emotional support in order to encourage social competence that will translate to the child’s future kindergarten experience.

Examples of classroom components:

• The following is a sample teacher description: Link has been socializing a lot with the other students, especially Jake and Elise, which is an improvement since the beginning of the year. He really enjoys the dramatic play area and often chooses it as his free play station. However, Link seems a little nervous to engage with our “you choose” art projects and often asks for directions rather than deciding on what he wants to create. We are trying to encourage his sense of agency by having him water the classroom plants once a week and hope that will help foster a sense of initiative. Link really seems to enjoy circle time and often writes out his letters and small words during drawing sessions, suggesting that he is understanding most of the lessons.
• The following is a possible description of a think tank session: Students gather in a circle on the floor with the teacher (also on the floor to indicate equals) such that each person can see every other person in the circle. The teacher opens with asking students what they liked doing in school the past few weeks (give examples of things if needed) and follow up with “why.” Go around the circle such that everyone has an opportunity to share their thoughts. Next, do the same thing with things they didn’t like. Finally, ask the students what they wish they did in class or something they think would be cool or interesting to learn.
• The following is an example of a task that encourages creativity, group work, and semiotic functioning: After dividing the class into groups of three students, have them each draw three pieces of paper out of three boxes such that they have a location, the main noun (animal, object, or person), and an action word. Each group gets to create a verbal story or a skit using these three words. After each group finishes up, they can each present their story.

The Physical Space for Young Learners

When you walk into a pre-k classroom, it should be clean, colorful, and not cluttered. The neutral colored walls should be decorated with student art that is at their eye level so that there is color but, not in an overwhelming way. Each child should know that this classroom is where they belong, each having their own cubby, basket, or shelf that holds their nap-time supplies and other belongings. The class should be child-sized in the sense that all shelves and furniture should be proportionate to the height of students (small chairs and tables with shelves and supplies where students can reach them).

The photos and decorations on the walls should display different races, cultures, and home structures as to make students feel that they are represented (this can also be done by having a section dedicated to pictures of the students with their families). Shelves and toys should be neatly organized with clear places in which they belong and should be clearly labeled with pictures and words. Lastly, the classroom should be divided up with shelves and furniture such that children cannot run from one end to the other and can clearly understand classroom divisions (food area, dramatic play area, art area, circle time area, etc.).

https://www.howwemontessori.com/how-we-montessori/2016/03/comparison-of-reggio-emilia-montessori-and-waldorfsteiner.html