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El Dorado County Office of Education - Explore UPK El Dorado (Ages 3-4)

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At Explore UPK El Dorado, we believe every child’s journey begins with a strong foundation. This guide is here to help families navigate the many early learning and child care options available, ensuring your child has the best opportunities to grow, learn, and thrive.

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5 Signs Your Classroom is Overdecorated & How to Fix It

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5 Signs Your Classroom is Overdecorated & How to Fix It

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5 Signs Your Classroom is Over Decorated & How to Fix it

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Your TK classroom environment sets yours students up for success

You can support students' social-emotional, physical, and cognitive development by creating a Transitional Kindergarten (TK) classroom environment that is engaging, promotes movement, is responsive to the diverse backgrounds and experiences of your TK students, and is accessible to students with disabilities or special needs. Young learners need engagement in play-based projects that are connected to a theme-based integrated curriculum throughout the day. When carefully designed, the classroom environment can extend and reinforce the key curricular goals and concepts students are learning and support healthy brain development. The classroom space you create, individualized to the needs and experiences of your students, will be crucial in helping them get the most out of TK and thus the school years to come.

Organizing a Classroom to Promote Literacy

Every Transitional Kindergarten (TK) classroom area and center can include literacy opportunities for students.

Strategies can include:

Stocking all areas of the classroom with writing tools and materials to encourage children to write and explore reading during play.

Placing books outdoors to encourage students to read everywhere.

Including writing in various places such as well-labeled bins, names on items around the classroom, lists, and children's names in a pocket chart (this provides an organizational structure, student accessibility, and promotes an environment rich in print).

Creating word walls, dictation, and observational drawings to support the systematic introduction of new vocabulary and comprehension of content and new ideas.

Variety of Materials

Offering a wide variety of literacy-building materials allows students to manipulate and practice their literacy skills. Materials should be attractive, inviting, and relevant to a student's interests and culture. Some suggestions are whiteboards, magnetic boards and letters, clipboards, felt boards with story scenes and characters reflective of multiple cultures, and letters and numbers in a variety of forms and textures. Other manipulatives might include:

Puppets for retelling stories.

A listening center for listening and speaking activities.

Picture cards with labels for the writing center.

Magazines and catalogs for collage work.

The list is endless and can be developed throughout the year in conjunction with project-based learning!

Reflections of Home Language

Home language and English should be consistently, and distinctly, reflected in the classroom. For example, when modeling writing or labeling, purple can always be used to print in Spanish and orange for English. If the home language is spoken in the classroom by the teacher, it should be at consistent times. Avoid back-to-back translation, and instead, use gestures, photographs, realia, movement, and songs to convey meaning. Students using home languages should be warmly supported and gently scaffolded through song, storytelling, and other word exploration methods that encourage the practice of academic English.

Cooperative and Self-Directed Learning

Young learners need plenty of space and opportunity for cooperative learning experiences that support their social-emotional, linguistic, physical, and cognitive development, and also support their emerging cultural identities. These experiences help children process new information and enable them to make more substantive connections in their learning. The level of interaction provides children ample opportunity to speak with their peers and builds their language and speaking skills, which is particularly helpful for Dual Language Learners (DLLs).

It's important to incorporate time into the daily routine for TK students to freely choose their learning experiences. Creating a welcoming environment that children can connect with makes for a more productive learning experience. Among the many strategies to accomplish this, a recommended approach is to have your classroom materials (including items from home or other "real-life" objects) and the overall learning environment reflect the diverse cultures and assets children bring from home. In addition, it can be helpful when areas are organized so students can readily access learning materials throughout the classroom, particularly for students with disabilities.

Labeling areas and materials in the environment will assist students with making choices and identifying how specific areas and objects are organized. In addition, the room should include quiet spaces that allow children to relax during stressful times. Resting places should be comfortable, welcoming, and infused with fabrics and textures familiar to children's home lives.

Learning Centers

Learning centers offer young learners the opportunity to engage in child-initiated learning and explore various interests when rotating through various centers. As you plan for integrated learning across all content areas in your classroom, you can consider the following characteristics and ideas for learning center themes: ¹

Learning Center Characteristics

Both active and quiet

Predictable and flexible

Familiar and novel

Indoor and outdoor

Helpful in the development of fine and motor skills

Structured to draw upon the natural patterns of daily routines (e.g., preparing snacks or caring for the environment)

Provides multiple opportunities for individual, partnered, small group, and large group experiences to support independent skill development as well as individualized and cooperative teaching and learning

Ideas for Learning Center Themes

Art, music and movement, and dramatic play

Language and literacy including listening, speaking, reading, and writing

Mathematics and manipulatives, including puzzles and objects that encourage interactive play

Science and technology and computer use

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TKCalifornia classroom environment sets yours students up for success by creating a Transitional Kindergarten classroom environment that is engaging.

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UPK Curriculum Guidance for Programs Serving 4-Year Old Children

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UPK Curriculum Guidance for Programs Serving 4-Year Old Children

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UPK Curriculum Guidance for Programs Serving 4-Year-Old Children

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Practice Implementation Checklist: High Quality Environments

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Practice Implementation Checklist: High Quality Environments

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Less Is More_ Taking Distractions Out of the Physical Environment _ NAEYC

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Creating a Yes! Environment_ Supporting Creativity and Exploration _ NAEYC

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Your TK classroom environment sets yours students up for success

You can support students' social-emotional, physical, and cognitive development by creating a Transitional Kindergarten (TK) classroom environment that is engaging, promotes movement, is responsive to the diverse backgrounds and experiences of your TK students, and is accessible to students with disabilities or special needs. Young learners need engagement in play-based projects that are connected to a theme-based integrated curriculum throughout the day. When carefully designed, the classroom environment can extend and reinforce the key curricular goals and concepts students are learning and support healthy brain development. The classroom space you create, individualized to the needs and experiences of your students, will be crucial in helping them get the most out of TK and thus the school years to come.

Organizing a Classroom to Promote Literacy

Every Transitional Kindergarten (TK) classroom area and center can include literacy opportunities for students.

Strategies can include:

Stocking all areas of the classroom with writing tools and materials to encourage children to write and explore reading during play.

Placing books outdoors to encourage students to read everywhere.

Including writing in various places such as well-labeled bins, names on items around the classroom, lists, and children's names in a pocket chart (this provides an organizational structure, student accessibility, and promotes an environment rich in print).

Creating word walls, dictation, and observational drawings to support the systematic introduction of new vocabulary and comprehension of content and new ideas.

Variety of Materials

Offering a wide variety of literacy-building materials allows students to manipulate and practice their literacy skills. Materials should be attractive, inviting, and relevant to a student's interests and culture. Some suggestions are whiteboards, magnetic boards and letters, clipboards, felt boards with story scenes and characters reflective of multiple cultures, and letters and numbers in a variety of forms and textures. Other manipulatives might include:

Puppets for retelling stories.

A listening center for listening and speaking activities.

Picture cards with labels for the writing center.

Magazines and catalogs for collage work.

The list is endless and can be developed throughout the year in conjunction with project-based learning!

Reflections of Home Language

Home language and English should be consistently, and distinctly, reflected in the classroom. For example, when modeling writing or labeling, purple can always be used to print in Spanish and orange for English. If the home language is spoken in the classroom by the teacher, it should be at consistent times. Avoid back-to-back translation, and instead, use gestures, photographs, realia, movement, and songs to convey meaning. Students using home languages should be warmly supported and gently scaffolded through song, storytelling, and other word exploration methods that encourage the practice of academic English.

Cooperative and Self-Directed Learning

Young learners need plenty of space and opportunity for cooperative learning experiences that support their social-emotional, linguistic, physical, and cognitive development, and also support their emerging cultural identities. These experiences help children process new information and enable them to make more substantive connections in their learning. The level of interaction provides children ample opportunity to speak with their peers and builds their language and speaking skills, which is particularly helpful for Dual Language Learners (DLLs).

It's important to incorporate time into the daily routine for TK students to freely choose their learning experiences. Creating a welcoming environment that children can connect with makes for a more productive learning experience. Among the many strategies to accomplish this, a recommended approach is to have your classroom materials (including items from home or other "real-life" objects) and the overall learning environment reflect the diverse cultures and assets children bring from home. In addition, it can be helpful when areas are organized so students can readily access learning materials throughout the classroom, particularly for students with disabilities.

Labeling areas and materials in the environment will assist students with making choices and identifying how specific areas and objects are organized. In addition, the room should include quiet spaces that allow children to relax during stressful times. Resting places should be comfortable, welcoming, and infused with fabrics and textures familiar to children's home lives.

Learning Centers

Learning centers offer young learners the opportunity to engage in child-initiated learning and explore various interests when rotating through various centers. As you plan for integrated learning across all content areas in your classroom, you can consider the following characteristics and ideas for learning center themes: ¹

Learning Center Characteristics

Both active and quiet

Predictable and flexible

Familiar and novel

Indoor and outdoor

Helpful in the development of fine and motor skills

Structured to draw upon the natural patterns of daily routines (e.g., preparing snacks or caring for the environment)

Provides multiple opportunities for individual, partnered, small group, and large group experiences to support independent skill development as well as individualized and cooperative teaching and learning

Ideas for Learning Center Themes

Art, music and movement, and dramatic play

Language and literacy including listening, speaking, reading, and writing

Mathematics and manipulatives, including puzzles and objects that encourage interactive play

Science and technology and computer use

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TKCalifornia classroom environment sets yours students up for success by creating a Transitional Kindergarten classroom environment that is engaging.

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Meeting the Sensory Needs of Young Children

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Meeting the Sensory Needs of Young Children

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Rethinking the Classroom Landscape: Creating environments that connect young children, families, and communities by Sandra Duncan, EdD, Jody Martin, and Rebecca Kreth 

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Rethinking the Classroom Landscape: Creating environments that connect young children, families, and communities by Sandra Duncan, EdD, Jody Martin, and Rebecca Kreth 

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Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities

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Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities [Sandra Duncan Edd, Jody Martin, Rebecca Kreth] on Amazon.com. *FREE* shipping on qualifying offers. Rethinking the Classroom Landscape: Creating Environments That Connect Young Children, Families, and Communities

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Through A Child’s Eyes: How Classroom Design Inspires Learning and Wonder by Sandra Duncan, EdD, Jody Martin, and Sally Haughey  

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Through A Child’s Eyes: How Classroom Design Inspires Learning and Wonder by Sandra Duncan, EdD, Jody Martin, and Sally Haughey  

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Sandra Duncan (Author), Jody Martin (Author), Sally Haughey (Author) & 0 more

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Through a Childs Eyes: How Classroom Design Inspires Learning and Wonder

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Through a Childs Eyes: How Classroom Design Inspires Learning and Wonder [Sandra Duncan, Jody Martin, Sally Haughey] on Amazon.com. *FREE* shipping on qualifying offers. Through a Childs Eyes: How Classroom Design Inspires Learning and Wonder

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Purposeful Play: A Teacher’s Guide to Igniting Deep & Joyful Learning Across the Day by Kristine Mraz, Alison Porcelli, and Cheryl Tyler 

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Purposeful Play: A Teacher’s Guide to Igniting Deep & Joyful Learning Across the Day by Kristine Mraz, Alison Porcelli, and Cheryl Tyler 

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Play is serious business. Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every d...

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Developmentally Appropriate Practice in Early Childhood Programs

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Developmentally Appropriate Practice in Early Childhood Programs

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Continuing its path-breaking tradition, the fourth edition of Developmentally Appropriate Practice is fresh and remarkably resonant with contemporary issues; it is ethically provocative and practically useful. Elevating the importance of cultural, social, and educational contexts, this edition beckons intentional reflection on the role and transcendence of bias in inhibiting the creation of just learning opportunities and a just society. To advance this hard and necessary work, this edition also offers practical guideposts, including rich examples and probing discussion questions. Its elegant nine principles of development and learning render it an unparalleled gift to the profession.

—Sharon Lynn Kagan, Marx Professor of Early Childhood and Family Policy, Teachers College, Columbia University

This work fully supports our practice in the field of early learning and care. Educators of children from birth to age 8 will use this information to learn applicable skills for teaching through developmentally appropriate practices that build brains during the critical first five years of life.

—Barbara J. Cooper, Secretary, Alabama Department of Early Childhood Education

This newest edition provides a wealth of information for both new and experienced teachers. From emphasizing a both/and approach to incorporating strengths-based intentional teaching, this book guides early childhood professionals to refine and reflect on the decisions they make every day that impact young children.

—Debbie Pischke, Early Childhood Director, Peoria Unified School District

Yet again, NAEYC has struck the perfect balance between what practitioners in the field need and what researchers and administrators will use to apply developmentally appropriate practice. The timeliness of the updates toward equity allows us all to deliver on the sacred promise to make early childhood matter most.

—Edward J. Manuszak II, Superintendent, Dundee Community Schools, and Early Learning Cohort Co-Chair, The School Superintendents Association (AASA)

The authors of this book wisely remind us of three foundational pillars: Children have universal needs, even as each child yearns be seen and heard; teaching practices are fruitful when planted in relationships; and we learn and grow best in a reciprocal partnership among educators, families, and communities.

—Junlei Li, Saul Zaentz Senior Lecturer in Early Childhood Education and Co-Chair of the Human Development and Education Program, Harvard Graduate School of Education

If educators intentionally meet children where they are and implement NAEYC’s updated guidelines and recommendations for developmentally appropriate practice, there is no question that children will have meaningful opportunities to thrive in joyful learning environments where inclusive, research-based, high-quality early education is the norm and not the exception. This must be the goal of all early childhood education programs, but it requires unwavering support from funders, policymakers, administrators, teaching practitioners, and the private sector.

—Maria-Isabel Ballivian, Executive Director, Annandale Christian Community for Action Child Development Center

I really appreciate the organization and layout of the book, with learning objectives and thought questions at the beginning of each chapter and opportunities to reflect at the end. Overall, I am pleased to see the evolution of Developmentally Appropriate Practice and its inclusive move from an either/or to a both/and way of looking at how early childhood professionals can better serve children and families. I am looking forward to using this book in the classes I teach.

—Benita Flores-Munoz, Professor of Child Development, Del Mar College

Schools are complex organizations and young children are complex human beings. Ensuring that organizations are designed for the children they serve is at the heart of developmentally appropriate practice. All administrators should read this book and consider the appropriateness and effectiveness of their approach.

—Vincent J. Costanza, Principal, Metuchen Public Schools

This volume uses research and teaching experience to describe the balance needed in today’s programs for young children. The avoidance of either/or positions in pedagogy, culture and language, and family involvement make it perfect for teachers and students.

—Barbara T. Bowman, Irving B. Harris Professor of Child Development, Erikson Institute

Aristotle once said, “Educating the mind without educating the heart is no education at all.” The revised edition of Developmentally Appropriate Practice invites educators to discover the whys of their decision making, emphasizing the importance of understanding the social contexts in which relationships and learning are built.

—Margarita Marichal-Lugo, Associate Professor of Early Childhood Education, Inter American University of Puerto Rico

As a long-time consumer of NAEYC resources, especially content related to developmentally appropriate practice, it is encouraging to see the evolution of thought from “best practices” to a model that recognizes the complex needs and inherent strengths of each and every child and family.

—Dina Walker-DeVose, Associate Professor of Child and Family Development, Georgia Southern University

Intentionality—this is the word that best describes the focus of the latest edition of this foundational text. Early childhood educators have a pedagogical tool that recognizes the strength of both/and approach to teaching and learning.

—Meghan Gowin, Primary Teacher, Uplift Ascend Primary, and Doctoral Candidate, Texas A&M University-Commerce

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Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition

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Fully revised and updated to underscore the critical role social and cultural contexts play in child development and learning

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Copy of Learning Environment Arrangement/ Materials Checklist

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National Association for the Education of Young Children (NAEYC): Developmentally Appropriate Practices

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National Association for the Education of Young Children (NAEYC): Developmentally Appropriate Practices

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The DAP framework is grounded both in the research on child development and learning and in knowledge about educational effectiveness and promotes young children's optimal learning and development.

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

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National Center for Pyramid Model Innovations

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The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

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 Social Roles & Occupations- Dramatic Play 

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Classroom Design Essentials for Educators

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Classroom Design Essentials for Educators

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Classroom Design Essentials for Educators

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A collection of our popular articles and videos on budget-friendly, research-backed ways to set up your classroom-and how to keep students, spaces, and SEL in mind.

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Copy of Copy of What I'm Learning-UPK Logo Only.pdf