# data[].attributes.body
This resource was helpful as it listed many features and activities for the children to do throughout the day. This helps me visually see all of the time we need to create a good learning environment for the kids.

# data[].attributes.body
I enjoyed this resource as it talked a lot about different learning environments and especially ones that help the children with physical activities & learning centers. It showed many materials and activities made for the classroom.

# data[].attributes.body
This website provides many different ways to help plan a schedule for both regular schedules and visuals. I think having a visual schedule in the classroom allows the children, especially those with special needs, the opportunity to see what comes next instead of just being told what comes next.

# data[].attributes.attachment_link.readable_text
It's a fact that children who have supportive and rich early educational experiences enjoy lifelong benefits. This benefit of preschool is supported by a daily preschool schedule that considers children's developmental needs, from proper nutrition to motor skills.

A day at preschool is all about balance: quiet time and play, flexibility and routine, and structured lessons and free choice. While finding the formula that works for you and your group may take a while, the basic elements of a daily preschool schedule will remain the same.

This article will cover the components of an effective preschool schedule and give ideas on managing day-to-day preschool activities. If you're looking for preschool daily schedule templates, head to the bottom of the article, where you'll find sample full-day and half-day schedules.

How to create a structured preschool schedule

A detailed, structured preschool schedule will help you, your staff, and the children in your program have productive, enriching days. Carefully plan your activities and breaks to help foster the children's development and growth.

Establish preschool schedule basics

The main objective of a daily preschool schedule is to structure the best environment for early childhood development. Since preschoolers can't self-regulate the same way older children can, your careful planning enables their growth. A positive preschool experience is essential to optimal early childhood development, and this growth plays out daily according to how well teachers plan and engage with children.

No matter how you choose to schedule your time, the activities you engage in each day, or what resources your center has, your daily schedule should include the following:

Routine: Children perform best when they have a regular schedule and know what to expect.

Play: Children grow and explore through play, and every preschool should build playtime into the schedule.

Regular meals and snacks: Preschool days require lots of energy, and children need to fuel their bodies appropriately.

Downtime: Adults often wish nap time was still a part of their daily schedule, and for good reason: nap time (or downtime) helps children recharge so their brains can absorb what they've learned.

Physical activity: Regular time and space to move around outside is widely regarded as a staple for any preschool schedule and is essential for developing motor skills.

Source
Incorporating all these elements into your daily schedule is necessary for promoting early childhood development and is often regulated by law. Check your state's regulations to see their requirements and ensure that your plans align with standards.

For example, South Carolina requires outdoor activity for children daily as weather permits, and Florida requires that snacks and meals meet USDA MyPlate guidelines. There may also be different required staff ratios for active time and down time, which should factor into your preschool's daily schedule and how you handle staff breaks.

Use flexibility to your advantage

Flexibility is an important part of your daily schedule. Early on, let your timetable be flexible as all of your children settle into a new schedule. Preschool is a time for growth and exploration that will manifest differently for each child, so you may face different challenges from one class to the next.

For example, one group of children might experience a relatively smooth drop-off, while another may need more time to prepare for the day. Maybe your last group was hungry long before snack time, and your next group isn't hungry during snack time at all. There's no way to know this ahead of time, but flexibility during the first weeks of school can curb staff frustrations about moving through planned daily activities.

The secret to a flexible preschool schedule is patience-and not just being calm if you run behind or have to adjust your day's flow. It's also about being patient with the children in your care. Starting preschool is a big adjustment; it takes time for children to trust their teachers and feel comfortable sleeping at nap time, eating new foods, listening to instructions, or socializing. Your patience and willingness to spend a few extra minutes to smooth things over is a major signal to children that you are trustworthy and on their side.

Another way to build malleability into your daily routine is to implement guided choice time, especially if you have a group of mixed ages and abilities. This will ensure that children are exploring and have "independent" time to socialize, take a break, or try something new at their own pace.

Manage transitions

Moving from one task to another as a group can be challenging for preschoolers. Managing your schedule's flow keeps your day and the children in your care on track. Approaching transitions with a firm, gentle hand will help you usher your class along more easily.

One key element of managing transitions comes before you even start your day. Post a visual schedule where everyone can see it. It's easy to make a child-friendly daily schedule using laminated paper or a whiteboard-no need to get fancy. As long as children know where to see the order of activities, the posted schedule is doing its job.

When it comes to transition times, use an audio or visual cue to signal the start of wrapping up. This could be a bell, a rhyme, a song, or anything else that works for your group. You can include children by making this a rotating classroom helper role, which will also instill a sense of the daily rhythm as each child assumes the role of "transition conductor."
Source
Use positive reinforcement and clear expectations to help your group transition smoothly. Set up rules around transition times, such as "Everyone does their share to clean up," and praise children following your classroom code each day.

Another good way to smooth transitions is to provide quiet options for those who finish their tasks early (e.g., finish lunch early, wake up from a nap early). Picture books, puzzles, pencil drawings, or making pipe cleaner shapes are quiet, solo activities that are easily set up. These help children occupy themselves, so you don't have to rush anyone and ensure that the whole group moves on from one thing to another together.

Preschool daily schedule example

7:00 to 8:30 a.m. - Welcome / Free play

8:30 to 9:00 a.m. - Breakfast

9:00 to 9:30 a.m. - Clean up

9:30 to 10:30 a.m. - Circle time

10:30 a.m. to 12:00 p.m. - Learning centers

12:00 to 1:00 p.m. - Lunch

1:00 to 1:30 p.m. - Clean up

1:30 to 2:30 p.m. - Nap time

2:30 to 3:00 p.m. - Storytime

3:00 to 4:00 p.m. - Outdoor play

4:00 to 4:30 p.m. - Snack time

4:30 to 5:00 p.m. - Clean up / Free play

5:00 p.m. - Close

Preschool half-day schedule example

7:00 to 7:30 a.m. - Welcome / Free play

7:30 to 8:30 a.m. - Breakfast

8:30 to 9:00 a.m. - Clean up

9:00 to 9:30 a.m. - Circle time

9:30 to 10:30 a.m. - Centers

10:30 to 11:30 a.m. - Nap time

11:30 a.m. to 12:00 p.m. - Lunch

12:00 p.m. - Close

Source
Preschool visual schedule

According to the National Center for Pyramid Model Innovations at the University of South Florida, visual schedules can prevent challenging behavior and help children learn to follow routines . Visual schedules associate pictures with each activity, so children can easily associate scheduled events with familiar objects. For example, children can associate an image of a bowl of cereal with breakfast time.

Visual schedules can also help young children understand the order of scheduled events. If an image of a swing follows the picture of a bowl of cereal, children can make the connection that time on the playground comes after breakfast. When children understand the order of activities, it can be easier for teachers to transition them from one activity to the next.

How to create a visual schedule

Take pictures of items in your childcare center that correspond with your scheduled activities

Print the photos

Arrange the photos to fit the order of your scheduled events

Write the name of each event on an index card and attach it to the photo of the event

Display the schedule in your classroom

Plan the best you can

The "perfect" preschool daily schedule doesn't exist. It depends on what works for you, your preschool set-up, and your classes. However, the framework of a good preschool schedule is made with building blocks that are tried and true, and classroom management can be all the difference in making a schedule work.

The routine you build with your preschoolers isn't just what order you do activities in; it is also about behavioral expectations and how you can set up your day to support each child. Your daily preschool schedule lays the groundwork for all the learning and development that occurs each day, so getting it right is essential for a functioning classroom.

# data[].attributes.attachment_link.title
Preschool Schedule Ideas to Structure Your Day

# data[].attributes.attachment_link.description
It's a fact that children who have supportive and rich early educational experiences enjoy lifelong benefits. This benefit of preschool is supported by a daily preschool schedule that considers children's developmental needs, from proper nutrition to motor skills. A day at preschool is all about balance: quiet time and play, flexibility and routine, and structured lessons and free choice.

# data[].attributes.headline
Intentionally designed environments for pre-k 

# data[].attributes.subject
Intentionally designed environments for pre-k 

# data[].attributes.body
This resource was particularly helpful as this will help set up my preschool classroom. I enjoyed how it said, "when standing in the doorway on your knees..." This sentence will help remind me to keep things at eye level of the children and not only at mine.

# data[].attributes.headline
The power of purposeful preschool environments

# data[].attributes.subject
The power of purposeful preschool environments

# data[].attributes.body
This resource is important in recognizing how to set up the classroom. It has 4 bases to follow. Those are: safety, culture, zoning, and safety. These are all important keys to think of while designing a classroom.

# data[].attributes.attachment_link.readable_text
Creating an Environment to Increase Learning

When you walk into a well-designed preschool classroom, you see children and adults working together in a productive surrounding. There are children constructively engaged and teachers busy observing, facilitating, and challenging the children. The environment supports all this by assuming several of the responsibilities we typically associate with teachers. It helps the children interact, learn, and avoid unproductive activities, such as running and getting in each other's way. Thus, the environment actually becomes another teacher in the classroom.

Four major elements to consider when creating such an environment are:

1. The wellbeing of those in the classroom (safety)

2. The perspectives of those who will use the environment (culture)

3. How the space accommodates appropriate activities (zoning)

4. How the materials present should encourage learning (set-up)

Careful attention to these elements reduces how much time the teachers spend maintaining safety and order. This frees up time for higher levels of teaching, which ultimately increases learning.

Safety: Ensuring the wellbeing of those in the classroom

Just as a teacher's most important role is ensuring the safety of her students, this is also the most important role of the environment. The better the environment is set up the less time the teacher needs to devote to this critical mission. For example, the environment needs to clearly specify the number of children permitted in each area, indicated for the children through signs or props. Just think of all the extra time a teacher might save from having to "direct traffic" every day if the environment assisted in this responsibility! The furniture should be stable, well-designed, and securely attached to the wall where necessary. Disorder in the environment can result in chaos, materials or furniture falling, dangerous cuts or splinters from sharp furniture edges, or other avoidable accidents.

Clearly defined spaces eliminate chaos.

Culture: Considering the perspectives of those using the environment

In order to make the people in the classroom as comfortable as possible, it is important that the environment considers the perspectives of those who will be using it. Look at the environment from a child's level to check out what is functional and pleasing from that perspective. Since children are spending more hours in the school environment and less time at home, cozy and home-like touches in the environment increases the comfort of the child (e.g., pillows, baskets, curtains, and cushions). Uncomfortable children tend to be unproductive. Both adults and children function better in a thoughtfully designed space.

Just my size!

Zoning: Designing spaces that accommodate & encourage appropriate activities

It is important that small group activities can happen naturally in the classroom environment (e.g., center time where children may go to the art area or build with blocks). A well set up classroom environment facilitates a variety of group sizes and configurations: small group time, large group time, individual time, one-on-one with a teacher, and time to work with a partner.

Center time:

Think of the classroom areas such as block area or art area. These areas are typically set up for four children. The centers need to be clearly defined otherwise the teacher will need to spend much time organizing, explaining, and "putting out fires." Organizing the areas by grouping the messy areas near each other and quiet areas near each other tends to work well. One major key in developing the centers is the organization of space. Will the traffic of children flow easily? When planning, you want to avoid narrow spaces that restrict movement around the room and lead to something or someone getting bumped, or a child inadvertently entering another area. Also, avoid areas that have so much space that they say: "please run."

Large group time:

Large group time requires a space where the class may meet as a whole. If you have to move everything to get to this space daily, the time this takes will probably lead to frustrated adults and restless children. How will you set up seating? Comfort is essential for successful group time. Avoid tempting items that call out to children to fidget. Go to a restaurant and notice where you naturally sit. People tend to face the entry way. The more of the classroom the children can view, the more in control they feel.

Individual time:

The Reggio Emilia Approach adds a group size often missed-a space to be alone. Children spend large amounts of time in classroom settings. Sometimes individuals need a time to regroup or relax by themselves. This area needs to feel private yet be easily observed by the teacher.

A space just for me!

Set-up: Selecting materials and furnishings that encourage learning

Areas should be set up to accommodate, facilitate, and challenge the children's thinking. In this way, they can act as extensions of the teacher, who can't be everywhere in the classroom at once. Ideally, the curriculum is set up so there is a cycle of familiar and novel experiences, building upon each other. The teacher sets up materials that are mostly familiar to the children. The children explore the materials to gain understanding. The teacher observes children using the materials. When the children have gained understanding of what is set up in the area, the teacher helps the children extend their learning and challenges them by adding or replacing a part of the familiar materials that are set up. Also, there should be enough materials, but not too many materials, as you want to encourage negotiation and sharing.

Think carefully about what pictures, children's work, or photos you decide to place on the walls since children can absorb a lot from their surroundings. Instead of simply decorating the walls, teachers should use the space for good displays and documentation that encourage learning.

It takes a teacher a lot of time to trace and copy decorations for the classroom. It also takes time and money to buy commercial art to place on the walls, for example, cut-outs of Halloween witches or cute shamrocks. I am not sure, however, what these actually teach the children. When displaying pictures and photos, I look for beauty and relevance. Is the display aesthetically pleasing? Is it part of the children's world, giving an opportunity to the child to make connections? I once had a toddler study a photo of a hand under a faucet and then go over and to the faucet and repeat what he saw. This photo was relevant to the child's world, unlike seasonal cut-outs. In this way, even a room's walls contribute to the environment's role as a teacher in the room.

Thoughtful displays and set-up increase learning possibilities.

Conclusion

A preschooler enters her environment competent and aware. She will respond positively if the four major elements have been attended to: (1) the room feels safe, (2) it feels like it is set up for her and is comfortable, (3) the areas clearly communicate and encourage the activities she may partake in(zoning), and (4) the materials invite her to play and also give her a bit of a challenge (set up).

Pretend to be a child, look at the environment from her perspective and think about what she sees. Brainstorm all the questions a child would think of. Some examples are:

Is this place safe? Do I have an idea how the materials work? Do I know what I should do in each area? Are the materials really for me to play with or are they just for show? Where do things go in each area? Is there a place for me to hang my coat? Where do I put a messy picture? Is there any place in this room to relax? Will I be able to talk with my friend sometimes?

Taking the time to attend to the safety, culture, zoning, and materials in the classroom room creates an environment that teaches. Thus, instead of spending time as maintenance workers in the classroom doing such jobs such as moving furniture, reminding children not to run, picking up items that the children didn't know where to put away, being nervous about a safety issue, or trying to get children to stop yelling because they are bored; teachers have time to interact, observe, and challenge the children.

References:

Rui Olds, A. (2000). Child care Design guide. McGraw-Hill.

Sussna, A. G. (1995). The educational impact on preschool teachers of adaptation of the Reggio Emilia documentation process. Doctoral Dissertations Available from Proquest.

# data[].attributes.attachment_link.title
The Power of Purposeful Preschool Environments

# data[].attributes.attachment_link.description
The Power of Purposeful Preschool Environments

# data[].attributes.body
This assessment will be helpful for myself when setting up my classroom. It allows you to really assess where I have put things and why I put them there. It gives me a better guideline when setting up the classroom.

# data[].attributes.body
This was a great guide to what loose parts are and how they can be used. It encourages creativity and independence. This site also gives many examples of what loose parts can be used in school.

# data[].attributes.attachment_link.readable_text
Play is undoubtedly the basis of healthy development in children. The type of play preschoolers engage in dramatically impacts their future cognitive, social, emotional, and physical skills. Loose parts play, where children can manipulate various objects and materials, develops creativity and critical thinking, and problem-solving skills in preschoolers.

Educators and parents can support preschoolers' holistic development by facilitating loose parts play and incorporating activities that give children opportunities to create and explore new ideas. This guide will discuss the concept of loose parts play and its benefits in more detail and we'll also elaborate on activities that encourage loose parts play.
Source
What is loose parts play?

Loose parts play involves objects or materials that can be manipulated or moved and provide children with endless opportunities to build during playtime. Children who play with loose parts are encouraged to use their imagination and creativity.

Architect Simon Nicholson wrote about his theory of loose parts in 1971 which emphasized the idea that children naturally manipulate open-ended materials, or loose parts, during investigative play experiences, developing skills such as problem-solving and critical thinking. In the years since, many educators have incorporated the idea of loose parts play into their play-based curriculum.

Parents and teachers can provide objects and materials suitable for their children's age to encourage loose parts play. Children can use beads and pipe cleaners for an art project, explore a sensory bin with sand and shells, or use wooden blocks to build a tower.

What are the benefits of loose parts play?

Loose parts play is a fun and interactive way to engage children in learning. Below, we elaborate on the benefits of loose parts play for preschoolers:

Supports critical skills development

The various stages of play are very important to a child's overall growth and development, helping them learn essential skills they can build upon as they grow. The open-ended nature of loose parts play helps children develop cognitive skills, especially critical thinking and problem solving skills as they manipulate, explore, and experiment with different materials, objects, and shapes, either alone or in a group setting. Children can learn more about how the world works, try different solutions to problems, and explore new ideas. For instance, when playing with wooden blocks of different sizes, children can manipulate them any way they like to form towers or other structures.

Playing with loose parts also helps promote motor skills development . As children learn to thread beads on a string or scoop sand with a cup, they are strengthening their coordination skills and ability to control their muscles and body movements.

Encourages creativity and independence

When children are presented with various objects and materials to use in unlimited ways, they are provided with endless opportunities to be creative and use their imagination. Having no set rules to follow allows children to express their own ideas and plan out solutions to problems. This can also instill a sense of control and independence as they are in the lead, manipulating and combining objects in different ways.

Uses economical and easily accessible materials

Loose parts play utilizes everyday materials and objects you already have in your classroom like beads, pipe cleaners, and wooden blocks. This type of play also encourages the use of materials you might otherwise discard, such as cardboard boxes or empty toilet paper rolls, giving them new life as a play material. Loose parts can also be easily found outside in the form of leaves, pine cones, flowers, and sticks. These materials might seem simple, but they can provide countless possibilities for children to be curious and creative.

Loose parts play examples

There are plenty of materials you can use for loose parts play. Below are some examples you can consider:

Small loose parts examples

Buttons

Beads

Clothespins

Pebbles

Pipe cleaners

Straws

Bottle caps

Pom poms

Marbles

Corks

Flowers

Leaves

Sticks

Dice

Dominoes

Popsicle sticks

Shells

Feathers

Pine cones

Large loose parts examples

Buckets

Baskets

Crates

Cardboard boxes

Wooden blocks

Balls

Branches

Plastic bottles

Toilet paper rolls

Tin cans

Jars

Cups

Egg cartons

Ice cube trays

Kitchen utensils such as tongs or whisks

Rolling pins

Loose parts activities

Below are some loose parts play ideas you can consider when promoting this type of play for preschoolers.

Building towers or structures

Provide recycled materials like cardboard boxes, egg cartons, or plastic bottles that children can use to build towers or structures.

Painting with leaves
Source
Have children gather different leaves from outside to create a painting with different colors and shapes. Allow children to dip the leaves into different colors of paint and press the leaves onto white paper.

Seasonal sensory bin

Create different sensory bins based on the seasons as a way for children to explore using their senses. For a fall theme, add leaves, pine cones and small pumpkins to a bin. For spring, fill a container with green shredded paper and add different kinds of real or plastic flowers, and toy insects or bugs.
Source
Sorting sizes
Source
This activity is a great way to develop fine motor skills and cognitive abilities. Provide children with a bucket of different sized rocks or stones and have them sort the rocks by size into small, medium, and large piles.
Source
Making letters

Help improve preschoolers' letter recognition skills by having children form letters using loose parts like buttons or beads. This will not only help children learn the shape of various letters, but it also strengthens fine motor skills that children will need for future writing.

Grouping shapes
Source
Children can explore different 3D shapes through loose parts play. Have children sort small puzzle pieces or wooden blocks by shape. Start with easily identifiable shapes like squares, circles, and triangles and then move on to more complex shapes.

Creating art
Brightwheel is the complete solution for early education providers, enabling you to streamline your center's operations and build a stand-out reputation. Brightwheel connects the most critical aspects of running your center-including sign in and out, parent communications, tuition billing, and licensing and compliance-in one easy-to-use tool, along with providing best-in-class customer support and coaching. Brightwheel is trusted by thousands of early education centers and millions of parents. Learn more atmybrightwheel.com.
Provide beads, straws, toilet paper rolls, pipe cleaners, pom poms, and popsicle sticks and let your children freely create.

Adding loose parts to water

Let children discover what happens when you add loose parts of various shapes and sizes to a water table or container. You can explore topics like buoyancy and which items sink or float.

Incorporate loose parts play activities into your daily lesson plans. Download our daily lesson plan template and customize to suit your teaching style and children's needs.

Conclusion

Loose parts play is essential for children's development, as it helps to build important physical and cognitive skills and promotes creativity and problem-solving. Provide plenty of open-ended materials to encourage loose parts play and let children create and explore on their own terms.

# data[].attributes.attachment_link.title
Loose Parts Play in Preschool: A Guide for Educators and Parents

# data[].attributes.attachment_link.description
Loose parts play involves materials or objects that children can move and manipulate to learn about how things work. Discover the many benefits of loose parts play, including how it can help your preschoolers develop strong creative and critical thinking skills.

# data[].attributes.body
This resource was another good one. It provides ample information on loose parts. It gives more natural approaches of loose parts.

# data[].attributes.body
I found this resource to be more informational and more on why of the use of loose parts. It goes into detail about the child's development when loose parts are used.

# data[].attributes.body
This article has a lot of good information in it. It not only has information about physical activities, but it has information on how to do math, reading, literacy, imagination play, and more outside of the classroom. This allows for more freedom of expression.

# data[].attributes.attachment_link.title
Login - Pine Technical & Community College

# data[].attributes.body
This article has a lot of good information on it. It shows us how to enhance the children's investigation and exploration through different kinds of play.

# data[].attributes.body
This article provides information on developmentally appropriate, ethnic inclusive activities, and more.

# data[].attributes.attachment_link.readable_text
Know

When you entered your classroom for the first time, you were likely overwhelmed by the task of setting it up for children. Perhaps it was already full of toys, books and materials. You may have found yourself in a cycle of sorting and storing. Perhaps the materials are old and you have the opportunity to shop for replacements. Regardless of your situation, how do you decide what toys and materials to include in your classroom?

Looking through an early-childhood product catalog or walking through the aisles in a teacher supply store can overwhelm you with choices.

Toys and materials should be:

Culturally relevant

Developmentally appropriate

Linked to children's interests

Varied toys and activities

Linked to learning goals

Culturally Relevant

Classroom materials should be culturally relevant. But what does this mean? Cultural relevance means your choice of materials should reflect the backgrounds, knowledge and experiences of the diverse children in your classroom. By choosing materials that validate and empower children of all racial, ethnic and social backgrounds, you will build a bridge between children's home and school lives that will provide a strong foundation for learning. Remember this includes providing materials that send positive, inclusive messages about individuals with special needs.

There are many simple ways to expose children to positive images of people from a variety of backgrounds:

In the dramatic play area, include clothes for men and women.

Display pictures of men and women in a variety of jobs (police officer, construction worker, teacher, nurse, chef).

Include items that represent cultures from around the world (cookbooks with pictures of foods, fliers from ethnic grocery stores, fabrics, cooking utensils, traditional clothing).

Ask family members to lend you items from their homes.

In the block area, add figurines or dolls that represent a range of ages, races and abilities.

In the music area, offer musical instruments from around the globe and CDs of traditional and contemporary music.

Stock your classroom library with books that give positive messages about age, gender, race, culture, special needs, family types and linguistic diversity.

Look for games and toys that allow children to work together, take turns and celebrate each other's successes.

Above all, remember to engage families in making your classroom a culturally appropriate space. Display framed pictures of families. Create family books with the children. Encourage family members to share their home language and to help you label items in the classroom with words from that language. For more information about making classroom materials culturally relevant, see the References & Resources section.

Developmentally Appropriate

Toys and materials in your classroom should be developmentally appropriate. This means they should match the stage of development of the children in your care. Because children develop at different rates, choosing developmentally appropriate materials means you should have a range of toys available that can accommodate differences between individual children's skills, interests and characteristics. A classroom stocked with developmentally appropriate materials "fits" the child-the child should not have to adjust to "fit" the classroom!

Between the ages of 3 and 5, children's brains and bodies continue to develop. You will learn more about this in the Cognitive and Physical courses. Developmentally appropriate toys allow preschoolers to experiment and solve problems. Materials can encourage children to play with others, take turns and share. Preschool children also need toys and materials that let them move their bodies and that promote physical development.

Wooden blocks for building

Baby dolls

Balls of various shapes and sizes

Floor puzzles with large pieces

Simple games that require no reading and few pieces (e.g., Chutes and Ladders)

Examples of developmentally appropriate materials for preschool-aged children include:

As you learned in the Safety course, you should also ensure the materials you provide are safe. All materials in your classroom should be made for preschool-aged children. Make sure your classroom is free of toxic materials (e.g., plants, art supplies, natural materials). Carefully supervise materials that could be difficult for developmentally younger children.

Pieces of felt

Small bean bags

Small plush toys

Pipe cleaners

Squishy balls

Bendy material

As part of selecting developmentally appropriate materials, you also want to assure that the developmental needs of all learners are considered. Information from the Kids Included Together (KIT, see https://www.kit.org/who-we-are/our-work/) can help teachers think about materials that may be especially useful to children with special needs. For example, some children with social-emotional or attention needs may benefit from fidgets, or small comfort items, that help them release energy (KIT, 2012). Examples of fidgets include:

Fidgets can be great items to include in your "cool down" area, or other quiet and calming spaces in your classroom, as they can help with self-soothing. For some children, fidgets can also be helpful during group meeting time, as they offer a release of energy in a quiet, nondisruptive way, which helps them to focus more easily on the experience at hand. Just ensure the children understand the proper use of fidgets and comfort items (e.g., you may have to explain what they are for and they are to remain in one's lap).

Linked to Children's Interests

Children learn best when adults incorporate their interests. Whenever possible, adults should provide materials that capture children's interests and extend their learning. For example, if a few children are very interested in construction equipment during the summer months, the teacher could turn the sensory table, block area or a portion of the playground into a construction zone. Providing hard hats, shovels, measurement tools, gravel or toy construction equipment can help spark children's imaginations. If children are interested in fairy tales, this would be a good opportunity to stock the dress-up area with fancy outfits and "magic" wands, and to include fairy tale books in the library area. You could even offer recycled materials in the art area for children to construct their own fairy tale castles or forts.

Read and display books about airplanes in the library.

Set up the art area to allow children to construct their own "planes," which they could experiment with "flying" in the discovery area.

Make an "airport" area in the dramatic play area with appropriate materials and props (e.g., scarves, pilot hats, uniform pieces, plastic cups and food, large boxes that can be used as airplanes, small pieces of luggage, etc.).

Perhaps a child had her first airplane trip recently, and airplanes and flying have become an interest to other children as well. To capture this interest and extend children's learning in this area, you could do one or more of the following things:

By incorporating children's interests when choosing classroom materials, you can help children make connections that extend their learning to new areas. For example, the creation of a "construction zone" might spark children's interest in learning about bridges, which could lead to discussions about the ocean or types of transportation that move through water. Supporting children's interest in fairy tales could lead to a discussion about magic, which could prompt some children to become interested in magic shows or simple magic tricks. Or, children might become interested in creating their own fairy tale stories (oral or written) with the help of a teacher. As discussed in the Indoor Environments lesson, provocations are a great way to incorporate children's interest and help guide children's play in productive, engaging ways.

Varied Toys and Activities

Not all toys are created equal. Some toys spark imagination and some hinder it. You might have noticed that young children are often more interested in the box than the toy that came inside it. Why? Because the box can become anything. It becomes a drum when you hit it, a house when you put a doll inside it, a hat when you put it on your head and a mask when you play hide and seek behind it. The possibilities are endless. Children learn and explore more when a toy is only limited by their imaginations. Consider the following list and think about why toys spark or limit imaginative play.

Action figures or plastic dolls with preset accessories or movements

Toys that talk, sing or dance

Toys that are branded, such as with a TV show or popular character

Work books or sticker books; art activities with a clear product

Toys that may limit imaginative play:

Dress-up clothes

Large boxes

Tools and items a child might find in the home

Baby dolls

Musical instruments

Arts and crafts materials

Items that are "open-ended" or can be used in a variety of different ways (e.g., blocks)

Toys that spark imaginative play:

Linked to Learning Goals

It is perhaps most important to think about why you have selected the materials in your room. Ask yourself: how will this toy help children learn? What will they learn from the material? Use your knowledge of learning standards and the guidelines outlined by your curriculum to shape your classroom decisions. Look for toys that promote math skills like sorting and patterning, literacy skills like letter matching and rhyming, social skills like turn-taking and problem solving, scientific knowledge and knowledge of the social world around children. Here are some examples of learning goals and materials that address these common learning goals:

Math Skills

Alphabet magnets, beads, stamps, blocks

Variety of writing tools and surfaces

Variety of print materials

Puppets

Literacy Skills

Simple cooperative board games (e.g., "Count Your Chickens")

Cooperative movement games (e.g., wagon pull -children take turns pulling each other in wagons)

Social Skills

Magnifying glass

Magnets

Interesting items for the natural environment

Ramps and scales

Scientific Knowledge

Maps

Play money and cash register

Dramatic play items that relate to different occupations

Knowledge of the Social World

Look for toys that address these important learning goals through play and games. The general rule is that children should want to play with these materials. See the Explore and Apply sections for further examples of learning goals and materials that help address them.

See

Video not available
How do these materials support learning?

Watch this video to see examples of toys and materials that promote learning.

Do

Talk to a trainer, coach or supervisor about materials that are most appropriate for your classroom.

Watch how children play with materials. Introduce new materials when children seem bored or when they need a new challenge. Try offering provocations (see the Indoor Environment lesson) to help children explore materials in a new or more focused way.

Interact with children as they play. Talk about their ideas and encourage them to take the next step in their thinking. Ask open ended questions (or questions without a right or wrong answer).

Reflect on the materials in your classroom. If you notice any biased materials (e.g., books that only show male police officers), make a change.

Ask families to get involved. Ask them to donate plastic jars, boxes or other items for your art, block or dramatic play area. Invite them to share traditions from their homes or culture. Make sure that a trainer, coach or supervisor approves material donations for use in the classroom.

Get creative. You don't have to buy materials for your classroom. Think about toys you can find or make with children.

To help make the best choices for the children in your classroom, be sure to:

Ask yourself the following questions about the materials in your program:

Do these materials reflect and respect the racial, ethnic, cultural, linguistic and family diversity of the program and of the broader community?

Do these materials reflect the children's current interests and help spark new interests?

Do these materials allow children to play in a variety of ways?

Do these materials help us reach important learning goals for children?

Good Toys for Young Children. National Association for the Education of Young Children.

Bronson, M. B. (1995). The Right Stuff for Children Birth to 8: Selecting Play Materials to Support Development. Washington, DC: National Association for the Education of Young Children.

Dubosarsky, M., Murphy, B., Roehrig, G., Frost, L. C., Jones, J., & Carlson, S. P. (2011). Incorporating cultural themes to promote preschoolers' critical thinking in American Indian head start classrooms. Young Children, 66, 20-29.

Goodson, B. D., & Bronson, M. B. (1986). Which Toy for Which Child: A Consumer's Guide for Selecting Suitable Toys. Washington, DC: U.S. Consumer Product Safety Commission.

Heroman, C., Dodge, D. T., Berke, K., Bickart, T., Colker, L., Jones, C., Copley, J., & Dighe, J. (2010). The Creative Curriculum for Preschool (5th ed.). Bethesda, MD: Teaching Strategies, Inc.

Jacobs, G., & Crowley, K. (2007). Play, Projects, and Preschool Standards: Nurturing Children's Sense of Wonder and Joy in Learning. Thousand Oaks, CA: Corwin Press.

Kits Included Together. (2012). Supporting Children & Youth with Social-Emotional Needs. Kids Included Together & National Training Center on Inclusion.

# data[].attributes.attachment_link.description
When you entered your classroom for the first time, you were likely overwhelmed by the task of setting it up for children. Perhaps it was already full of toys, books and materials. You may have found yourself in a cycle of sorting and storing.