Appropriate Classroom Environment
Taheera Clark
Administration of Early Childhood Ed. Programs ECE312
Professor Toro
January 16, 2012

Developmentally Appropriate Practices are based on research that proves overwhelmingly that quality early childhood experiences foster optimal development of the whole child. The classroom serves as a developmentally appropriate learning environment which supports children’s initiatives to explore, investigate, observe and experiment, while allowing for appropriate risk taking within safe boundaries. In a developmentally appropriate classroom, assessment of young children is ongoing, authentic, and purposeful. Observational assessment shows children’s progress over time, while work samples and documentation of students’ work help to guide the curriculum plan. Teachers adapt instruction to the developmental needs and learning styles of the students; results of assessment are used to improve and individualize instruction. Teachers create an intellectually engaging, responsive environment to promote each child’s learning and development. This environment fosters self-esteem, self-concept and social competence. The following guidelines describe aspects of a developmentally appropriate environment: * The classroom contains areas in which children can select and plan their activities. * The classroom has areas for quiet and active social interactions. * The classroom contains clearly labeled areas with words and pictures to encourage independence. * The classroom has a variety of materials to encourage meaningful experiences. * The classroom setting is not over-stimulating.

Children need appropriate furnishings to meet the demands of their daily schedules. Basic furniture such as cots, tables and chairs should be sturdy and appropriate to the size of the children in the group in order for children to be comfortable, have proper body support, and focus on learning, playing, and routine activities rather than their own discomfort. When children enter rooms equipped with furniture that fits them they know they are in a space made for kids and they respond with interest and enthusiasm. Child size furniture includes chairs that children can back up to and sit in without climbing, tables that are approximately waist height where children can stand and play with toys without straining, and shelves that allow children to reach toys without stretching. Furniture that is child size encourages the development of self care skills providing an example of how the equipment and furnishings of the children environment support development.
Teachers develop and use a wide variety of instructional strategies to ensure each child’s progress in accomplishing the expected, age-appropriate learning objectives. Teaching strategies are used to strengthen children confidence as learners so that they will be motivated and willing to take risks. Teachers observe and interact with whole groups, small groups, and individuals. They pose problems, ask questions, make comments and give suggestions to stimulate children’s thinking and extend their learning. Encourage children to choose and plan their own learning activities. Provide a balance between self-initiated and teacher directed learning. Encourage children to “revisit” and reflect on their learning experiences. Offer a wide variety of novel experiences, stimulating ideas, and opportunities for problem solving. Are just a few of the instructional strategies that are helpful to use while taking into consideration the developmental age, skills, interests, and background of children.

The set-up of the environment, teacher expectations, available materials and opportunities, and daily schedule significantly impacts children's behavior in childcare. A classroom and curriculum geared toward developmentally appropriate practice will lead to generally good behavior that is the product of self-motivation rather than the result of punishment and control.
Reference
Sorte, Joanna, Daeschel, Inge, Amador, Carolina. (2011) Nutrition, Health, and Safety for Young Children. Boston, M.A: Pearson Education
(2009), Decker, Decker, Freeman, Knopf, Planning and Administrating Early Childhood Programs, ninth edition.