This week, you learned about different design considerations you will want to be aware of as you set up a learning environment to be welcoming to a diverse group of learners. According to Bullard (2017), “The environment affects productivity and sends a message regarding the value we place on those that use the environment.” When teachers design their learning space, they need to consider the different spaces, furnishings, supplies, and materials to maximize learning opportunities for every child.
For your discussion this week, you will share your initial design that you created for the Week 3 assignment with your peers. You will also use a UDL Environment Checklist Download UDL Environment Checklistto review your own as well as your classmate’s designs. The purpose of this is not to evaluate but to help each other consider different ways to support all learners that can then be applied to your Week 5 final assignment.
To prepare for this discussion,
- Complete the learning activity before participating in this discussion.
- Read Chapter 6: Design Considerations.
- Choose to read any two chapters between Chapters 7 through 16.
- Review the Universal design for learning: A checklist for early childhood environments.Links to an external site.
- Review the UDL Environment Checklist Download UDL Environment Checklist.
- View the video Spaces: Teacher InsightLinks to an external site..
Initial Post
- Attach a copy of your visual layout from your Week 3 assignment.
- Explain how you would incorporate two center areas based on the concepts from your chosen chapter in the text.
- Justify how your classroom design supports the implementation of curriculum for the developmental needs of your diverse group of learners.
- Propose changes you may need to make to this design based on your readings from this week.
Preschool Classroom
A classroom of 12 students who are 2 to 3 years old. In the room you have one student Maria who comes from a home where Spanish is only spoken. Maria’s parents seem very interested in supporting her, but language is a barrier for them to communicate their needs to you. You also have one child Johnny who has cognitive and physical delays which require him to work with an aid most of the time when he is in your room. Johnny’s mom is very worried about him and would like to schedule regular meetings with you to review his goals and progress throughout the year. Then, you have a 3-year-old boy Michael who is living with a foster family after being moved around a bit. The family is overwhelmed trying to help him manage his behavior and he tends to lash out at other children often.
UDL Environment Checklist for Week 4 Discussion
Adapted and modified from the text and the CTD Institute Universal Design for Learning Checklist.
If using keyboard controls check the boxes with the spacebar.
Description of item |
Check if noted |
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Physical layout and spaces are accessible and safe |
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Active centers are separated from quiet centers |
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Varied seating options available (small chairs, bean bags, inflatable disks, wobble chairs etc.) |
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Physical space is set up with room to move freely between areas. |
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Learning centers have a range of materials that are easy to access. |
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Library area includes a variety of books |
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Storage areas available to house materials |
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Space for children’s art to be displayed at eye level |
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Individual cubbies available for student belongings |
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Cooperative-use toys available for pairs and groups of children |
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Enough spaces for all the children in the classroom to find a place to be at any given time. |
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The environment appears to be welcoming to children |
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There is a space for all children to gather together |
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The environment is clutter free |
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Reference:
Bullard, J. (2017). Creating environments for learning: Birth to age eight (3rd ed.). Pearson.
· This text is a Constellation™ course digital materials (CDM) title.
Universal Design for Learning – ctdinstitute.org. (n.d.). Retrieved July 13, 2022, from https://www.ctdinstitute.org/sites/default/files/file_attachments/UDL-Checklist-EC.pdf
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Preschool Classroom Layout for Ages 2-3
Classroom of 12 students: Designed to accommodate young children’s developmental needs.
Inclusive design: Focuses on creating a space for diverse abilities and backgrounds.
Maria: Supports language development with bilingual resources (Spanish-English).
Johnny: Physical and cognitive support provided by creating easy access to quiet zones and space for his aid.
Michael: A designated calming area to help him manage behavioral challenges.
Developmental focus: Encourages play, social interaction, and individual growth.
Objective: Create an environment that is both nurturing and functional for all students.
In this slide, I am introducing the classroom layout, which is designed for 12 preschool students aged 2 to 3 years old. The layout focuses on creating an inclusive environment that accommodates the specific needs of three students: Maria, Johnny, and Michael. Maria, who comes from a Spanish-speaking home, will need support with bilingual resources to help her with language development. Johnny has cognitive and physical delays, so the layout includes spaces that allow easy access for his aid and areas where he can rest when needed. Michael, who struggles with behavioral challenges, will benefit from a calming space where he can manage his emotions safely. This design promotes developmental milestones through play, social interaction, and structured learning, ensuring all students can thrive in a nurturing environment (NAEYC, 2020).
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Classroom Visual Layout
Play and Activity Area: Centrally located to promote group play and motor skill development.
Quiet Corner: Soft seating and dim lighting, ideal for Johnny’s rest and calm moments.
Language Development Zone: Includes books and materials in English and Spanish for Maria’s language needs.
Calming Space: Separate area with sensory toys to help Michael regulate his emotions.
Group Learning Space: Flexible seating to encourage collaboration and foster a sense of community.
Accessible Storage: Open shelves to encourage independence and easy transitions between activities.
Clear Pathways: Ensure safe and easy movement for Johnny, his aid, and the other students.
This slide presents the visual layout of the classroom, highlighting key areas that support both learning and the individual needs of the students. In the center of the room is the play and activity area, which encourages group play and helps the children develop motor and social skills. The quiet corner is designed with soft seating and dim lighting to create a calming space for Johnny, where he can rest and receive support from his aid. Maria's language development will be supported by a designated bilingual area with books and materials in both English and Spanish. Michael’s behavioral challenges are addressed with a calming space featuring sensory toys, helping him manage emotions when overwhelmed (Centre for Education Statistics and Evaluation, 2020). The classroom also includes a flexible group learning space for collaborative activities and accessible storage to foster independence. Overall, this layout is designed to ensure safe movement and active learning for all students.
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References
Centre for Education Statistics and Evaluation. (2020). Classroom management: Creating and maintaining positive learning environments. NSW Department of Education. https://education.nsw.gov.au/content/dam/main-education/about-us/educational-data/cese/2020-classroom-management-literature-review.pdf
NAEYC. (2020). Principles of child development and learning and implications that inform practice. NAEYC. https://www.naeyc.org/resources/position-statements/dap/principles