Setting Up the Environment

Video: 

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Classroom set up is conducive to cooperative peer interactions.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.08- Ms. Schuhmacher uses materials that encourage exploration, experimentation, and discovery... promote action and interaction...and...are organized to support independent use...

The paint rollers allow children to explore the medium of paint while experimenting with making both broad and thin lines as well as exploring the effects produced by mixing different colors. The center is set up so that children can paint independently. The girls have a conversation about the pictures they paint and discuss their color preferences.

Areas of Development: Language Development

2.D.07- Children are provided varied opportunities and materials that encourage them to engage in discussions with one another. 

Ms. Schuhmacher sets up the painting center so that the children in the center have enough room to work, but are close enough to have conversations. The setup allows for both girls to reach the different colors of paint rollers and one girl comments on her preference for one shade of blue over another.

Designing Enriched Learning Environments

3.A.04- Ms. Schuhmacher organizes space and selects materials ... to stimulate exploration, experimentation, discovery, and conceptual learning.

One girl at the painting center has difficulty getting one of the paint rollers to work in the way she expects. She tries using the edge of the roller and to make a broad line. Her friend learns the concept of laying colors on top of each other as she creates her design.

IELS

IELS: 

9.1-Self

Children express a positive awareness of self in terms of specific abilities, characteristics, and preferences.

Two girls in Ms. Schuhmacher's class express sense of self in terms of specific abilities. 

Two girls create paintings using paint rollers. One girl shows pride in her work when she says, "Mine is pretty." The girl painting next to her says, "My mother is going to love this!" and her friend replies that her mother will love her painting as well.

9.4-Peer Interactions

Children develop the ability to interact with peers respectfully and to form positive peer relationships.

Children in Ms. Schuhmacher's class sustain interactions with peers... develop friendships with other peers... and take turns with each other.

The girls painting in Ms. Schuhmacher's class work in close proximity to each other and carry on a conversation while they paint. They share the paint rollers and one girl comments on the other girl's painting.

12.1-Art

Children explore art through a variety of media.

Two girls in Ms. Schuhmacher's class use a variety of two-...dimensional media... and express ideas about their own artwork and the artwork of others...

Two girls in Ms. Schuhmacher's class use paint rollers on paper to create their artwork. One girl states that she is making the painting for her mother and that her mother will love it. Her friend asks questions about the painting such as, "Is that an 'S'?" and "Is that a rollercoaster?".

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.8- Ms. Schuhmacher uses materials that encourage exploration, experimentation, and discovery... promote action and interaction...and...are organized to support independent use...

The paint rollers allow children to explore the medium of paint while experimenting with making both broad and thin lines as well as exploring the effects produced by mixing different colors. The center is set up so that children can paint independently. The girls have a conversation about the pictures they paint and discuss their color preferences.

Areas of Development: Language Development

2.18- Children are provided varied opportunities and materials that encourage them to engage in discussions with one another. 

Ms. Schuhmacher sets up the painting center so that the children in the center have enough room to work, but are close enough to have conversations. The setup allows for both girls to reach the different colors of paint rollers and one girl comments on her preference for one shade of blue over another.

Designing Enriched Learning Environments

3.1- Ms. Schuhmacher organizes space and selects materials ... to stimulate exploration, experimentation, discovery, and conceptual learning.

One girl at the painting center has difficulty getting one of the paint rollers to work in the way she expects. She tries using the edge of the roller and to make a broad line. Her friend learns the concept of laying colors on top of each other as she creates her design.

HSPS

HSPS: 

1304.21(a)(3)(i)(B) – Ms. Schuhmacher creates a classroom environment that fosters independence in children by allowing them to work with art materials independently.

The paint rollers allow children to explore the medium of paint while experimenting with making both broad and thin lines as well as exploring the effects produced by mixing different colors. The center is set up so that children can paint independently. The girls have a conversation about the pictures they paint and discuss their color preferences.

1304.21(a)(4)(ii) - By ensuring opportunities for creative self expression through activities such as art Ms. Schuhmacher allows children freedom to create a picture of their own design.

Two girls in Ms. Schuhmacher's class use paint rollers on paper to create their artwork. One girl works on layering colors in an “S” shape while the other chooses to make a picture with words on it.  Both girls discuss that the pictures are for their mothers.

1304.21(a)(4)(iii) – The set up of the art center in Ms. Schuhmacher’s class promotes interaction and language use among children….

The girls painting in Ms. Schuhmacher's class work in close proximity to each other and carry on a conversation while they paint. They share the paint rollers and one girl comments on the other girl's painting.

HSCOF

HSCOF: 

Language Development

Speaking and Communicating

  • Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
  • Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
  • Uses an increasingly complex and varied spoken vocabulary.
  • Progresses in clarity of pronunciation and towards speaking in sentences of increasing length and grammatical complexity.

 

Creative Arts

Art

  • Gains ability in using different art media and materials in a variety of ways for creative expression and representation.
  • Progresses in abilities to create drawings, paintings, models, and other art creations that are more detailed, creative or realistic.
  • Develops growing abilities to plan, work independently, and demonstrate care and persistence in a variety of art projects.
  • Begins to understand and share options about artistic products and experiences.

 

Social and Emotional Development

Self Concept

  • Demonstrates growing confidence in a range of abilities and expresses pride in accomplishments

Self Control

  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

Cooperation

  • Increases abilities to sustain interactions with peers by helping, sharing and discussion.

Social Relationships

  • Shows progress in developing friendships with peers

Knowledge of Families and Communities

  • Develops ability to identify personal characteristics including gender, and family composition
  • Progresses in understanding similarities and respecting differences among people, such as genders, race, special needs, culture, language, and family structures

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Develops increased ability to make independent choices
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Engagement and Persistence

 

  • Shows growing capacity to maintain concentration over time on a task, question, set of directions or interactions, despite distractions and interruptions.