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About the room and my Inclusive thoughts

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About the room and my Inclusive thoughts

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The arrangement is in a circle because I would arrange my room to where the tables and chairs would be in the center of the classroom and all the centers are along the wall. This opens up the room to create a very spacious environment for the children to move around freely. This enables enough play space for the children to move around freely in each center and to easily move from one center to another. I have also created the traffic flow of the classroom to move in a singular direction to prevent children from the urge to run across the room. The direction of the room can move to the right, or I can change it to move to the left. In my classroom design, I have also kept in mind the thought of a wheelchair needing enough room to get around. By placing the tables in the middle a wheelchair can be placed at any spot so that the child is not limited to one area. There is also plenty of space to travel from one center to the next. In this design, I have also considered those with visual impairments. To limit any confusion of where the child is in the room I have created a simple design for them to always know their placement in the room and they can use the table as a walking tool to change centers. The circle design also does not limit a visually impaired student to a singular placement at the table. I have also placed each of the noisy centers at the end of the room away from the door so that those with autism can easily exit the room if needed. They are also allotted to have a section of the room that is away from the noise so that they can still be involved in learning but not right next to the noise. I have also kept in mind the thought of any child with hearing loss or hearing impairments. The noisiest part of the room is at the back where they can be as loud as they need to without disturbing the other learning areas.

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SS.60.2 Demonstrate understanding that there are similarities and differences among the cultural characteristics of people, families and communities (e.g., languages, foods, art, customs, modes of transportation and shelter)

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Francis Wardle. (2021). Meeting the Needs of Young Children with Developmental Delays. https://www.communityplaythings.com/resources/articles/meeting-the-needs-of-young-children-with-developmental-delays

S.60.6 Identify a problem and, with adult assistance, design a solution, test and refine design elements

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M.60.10 Begin to use strategies to determine measurable attributes (e.g., length or capacity of objects). May use comparison, standard or non-standard measurement tools

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CA.60.1 Initiate new musical activities with voices/ instruments (e.g., apply new words, add instruments to familiar song

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L60.2 Determine the meanings of unknown words/concepts using the context of conversations, pictures, or concrete objects

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PH.60.2 Coordinate more complex movements with increasing control, balance, and accuracy (e.g., climbing on playground equipment, pumping a swing, bending, twisting, playing hopscotch, riding a tricycle)

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SE.60.11 Identify themselves as an individual and a part of a group by sharing individual characteristics and roles within the group (e.g., name family members and roles, name team members or classmates)

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Jackie Mader. (2021). Twenty-six studies point to more play for young children. https://hechingerreport.org/twenty-six-studies-point-to-more-play-for-young-children/

C.60.1 Investigate ways to make something happen