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Here is another picture from when I did my home daycare. Below is my husband doing a building activity with the children. They were building a little doll house. All the tools were children size, this was actually a kit you can buy for children to do themselves. This pictures shows space where children can work together to build, it is also at their level, and there is also space for others to watch if they chose not to participate in the activity.

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I was not aware that we had to post pictures until after I listened to the recording, so I am sharing pictures of my home daycare that I had a few years ago. This is not a very good picture, but here it shows an area that allowed the children to engage in block play. The area was big enough where others can join in and play. There is enough play for multiple children to interact and engage in the megnetic blocks together, there is also enough space for children to be able to play and build individually if they choose to, which supports the social aspect.

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Lastly, I wanted to share several routines that worked for me.
Routines that I have used to support the children I have talked about in previous assignments, yet these really supported my children in the classroom. One is using the sand timers: when it is getting close to centers being done, and transitioning to the next activity. I would ring the cow bell to get the children’s attention and then tell them there was five minutes to clean up. I would start the timer and when it ran out, I would put the clean up song from Second Step on. With all of these tools, the children learned the routine very easily. There were a few children who had a hard time with transitions, and I would gently touch their shoulder and let them know there were four or three minutes left etc. Along with the other visuals this made transitions easier for these children who had a hard time.

Also, I would use my feelings board, which I found very useful in helping the children understand and recognize feelings of others. This was a great tool when there were challenges with other children and they could begin to recognize and understand feelings. I used a large piece of cardboard which I covered with felt. I then printed out and laminated a picture of each child, and put Velcro on the back of their picture. I used fabric paint and made four columns and put a feelings picture at the top of each column. The children would come in and put their picture with how they were feeling that day. I then would encourage the child to change their picture if I noticed they were feeling differently, and we would talk about how or why they were feeling that way. This was one of my favorite tools I used when supporting how children felt.

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Here is another photo of my family activity day that focused on math. Teachers engaged with the children and the families as well. It was a great event to support families in making connections with other families as well.

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Another thing I did was a family day, focusing on math skills. However, what turned out to be a good family event, also turned into a great social even. Families were able to engage with their children, along with other families and children. Teachers also engaged with the activities. It was a great bonding time for children, families, and teachers. I believe it helped to support the relationship not only with the teachers and families, but also helped the children build stronger relationships.

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I wanted to post this picture to go with my other block center picture. This picture shows how the children can work individually or collaboratively. Whereas in my other block picture, it shows one large collaborative structure.

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In the art area, I pulled out the water color paints. Painting is typically an individual project, therefore, I tried to encourage interaction by only giving one set of colors for two children. This way they needed to talk and negotiate with each other in order to get the color they wanted if the other child was using the color they needed.

In this picture, you can also see the room and how the centers are spaced in order to allow multiple children in each area. This allows for individual projects as well as group projects. The circle time rug is left open as well so children could bring different supplies to in order to utilize the area when needed. Whether the used it for a puzzle or took the train over there, it gives the children different ways that they can engage and learn socialization and negotiation skills. Also, with teachers being able to see the whole room, we could support children easier if they needed support engaging with other children.

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Here I set up the block center that allows for multiple children to engage with the materials. I have noticed that the block area is a center that attracts many children. I noticed previously that if the area was not big enough to allow multiple children they could not interact and engage with each other. Here they are able to engage with the materials as well as each other. This supports the social aspect as they can engage with each other and gain social skills. Although some children may choose to work individually, they can also have space use parallel or collaborative play. In this picture, the group made a large structure. It was great to see how they negotiated and worked together to make a structure that supported cars and other items with the blocks.

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4-year-old classroom
(Routines I have seen)
Simple morning/end of the day routine: Children's names are placed on the table in two rows each morning. Children come in, find their name, and put it on the crayon box picture on the wall. At the end of the day, when the child's parent comes to pick them up, they take their name down and place it back on the table. If the child had a good day, they get to stamp their chart and get a sticker. This routine gives them something to do right when they get there and is also a way of showing that they are present.  This also helps them learn their name. It gives them a responsibility of checking in and checking out. The stamping one the chart reminds them of the good day they had and reminds them to continue having good days.

Snack routine: Go to bathroom first and wash hands. Come into the classroom and children can pick any seat at the table. One teacher holds up one placemat at a time and asks "who's placemat is this?" Each child identifies their placemat. After everyone has their placemat, the class does "open shut them" and sings an ABC blessing. Teachers pass out snack and cups with a small amount of water. Children may ask for more snack and get more water on their own throughout snack time. When children are done with snack, they throw away any uneaten snack, stack their cups, and wipe down their placemats and put them away. Then children make sure their chairs are pushed in and may go to the carpet and read a book. Snack
is over at 10:18 and they are reminded to look at the clock while eating snack to help keep track of time. Children can be done with snack before 10:18 though, they do not need to stay at the table until 10:18. Watching the clock gives them a responsibility of keeping track of time and knowing when to clean up.

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This is a picture of a grocery center. I love this center. I think it is a great social learning center. Children can play several different roles; cashier, shopper, other employee. When shopping children can interact. A lot of interaction happens when the cashier and shopper interact. Checking out requires exchanging how much the food was and how the food is going to be paid for. This interaction requires some conversation, so even if the children didn't talk the rest of the time, I think they would (hopefully) engage in conversation while checking out. Children can also talk about the different foods they found or can talk about the foods that they like to eat.

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This is a picture of a block area. I think block areas are great for social learning. It is a great center for sharing and taking turns, especially  when children are building together. Children may take part in parallel play in this area, which means they are sharing the materials, but not building together, just near each other. Parallel play is a stepping stone to learning how to play with other children. A block area gives children a chance to work together and accomplish something as a team. It is also a great source of communication as children talk back and fourth about what they want to build or how to build something.

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This is a picture of a kitchen/house area. I love these kinds of areas because I think  they are great for pretend play. Children can act out scenarios together, maybe even some that they see in their own homes. The environment of the house allows for a lot of interaction. Children can cook together, take care of a baby, eat together, set the table, and simply engage in conversation. Whenever I have observed in classrooms, the house area always seems to be a popular one. Again, the center is small enough to only allow a few children at a time to avoid overcrowding, which I
think is important.

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I was not aware that we needed to take pictures until listening back to the discussion and I am unable to take pictures of a classroom tomorrow, so I found some pictures of classroom environments that I think support social development. I hope to take pictures of classrooms next week (if not closed for Thanksgiving).

I like this first picture because of the way the classroom is set up. The book shelves act as barriers to separates sections from one another. I think this helps support social learning because each center will only have enough room for a few children at a time, but big enough so that more than one child will be able to play in a center at a time. Smaller groups are a great way for children to interact with one another. You can clearly see 4 different centers in the room; 3 across the back wall and one on the left side. Multiple centers give children a chance to interact with different children in different centers.

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I do not have a picture to go along with this but I wanted to talk about the temporal and social environment within the Bunnell House classroom. When it came to transitions, the children all knew what to expect and they went fairly smoothly. Within their schedule there are minimal transitions because snack is put out so the children have 1 hour to get some whenever they are ready, and not everyone has to have snack at the same time. Before children transition to circle, the teachers bring two children at a time to go to the bathroom, this way there is not a traffic jam and the children are not waiting around unnecessarily to go to the bathroom. They have created a supportive social environment by letting children know they are always there to help and guide them through their troubles. They make sure everyone is on the same page for the rules and expectations in the classroom. They give reasons as to why a certain rule is implemented, so children know and feel secure that the teachers have their best interests in mind.

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This is a picture of the reading area. There are two couches that allow children to either sit together or read alone depending on their social and emotional needs. There is also a bigger chair in the room that is not shown, where the teacher and children can easily sit together and read as well. All these spaces help support relationships among the children because there is enough space for children to play and learn together and the materials are developmentally appropriate and give children the chance to work together if they wish to.

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This is a picture of the dramatic play area where children can practice social and emotional skills in a safe space. The materials here are child sized. You can also see a trend in the color and material of the furniture in this classroom. All of the furniture is neutral and made with sturdy material that can hold up against 3 and 4 year olds. This contributes to a supportive environment because the neutral colors create a sense of calm in the classroom and the children can feel safe knowing the materials will not break if they use it properly.

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This is a picture of the block area. Again the materials are easily accessible and there is enough space for multiple children to play. In fact, one afternoon all the children played in this area together because new materials were put in. It was a great sight to see. This is also the area where children come together as a community during circle time.

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The next few pictures that I am going to share are from my time at the Bunnell House Early Childhood Lab School. I did my AAS practicums there and I found it was a very supportive, high quality classroom.  The picture below is of the writing center where children can easily grab writing materials and there is enough space for them and a friend.

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making a rainbow

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Walk at the beach learning what's safe

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Playing math games. I like to use games not only to support math, but to encourage the children to use their communication skills to figure out the game. This was a game based off of Pete the Cat and his Groovy Button. My children really enjoyed this book, and it was a great way to encourage the use of math. The children were able to help other children that had a harder time counting and using 1 on 1 correspondence.

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Dry water table