Classroom Map Description I have many centers that want to describe.

As shown in the screenshots of my floor planner, I tried to make clear boundaries for each center. The first center to the right is the gross motor skills area. There are many cubies that are filled with blocks that are different sizes and types which are placed in different sized clear containers (Bullard, 216). The containers also contain rattles, stuffed toys (that we wash to maintain health standards), unbreakable mirrors, different sized balls, different sized cars (that are not a choking hazard), and shape sorting toys (Bullard, 147). In the top row of the cabinet in this section there is also an area for music. Here you can find colored rattles, basket of different shakers, and drums (Bullard, 280). Above the cabinet, out of reach of the infants, is a coat hanger for parents to take off their coats and come in for a bit with their children. The next section as we travel around the room is the eating area. There is a semi-circle table so one teacher can attend to all students at once. This allows us to promote individuality because once the child is done eating; they can go play and have some one-on-one with the teacher who isnt at the eating area. The locked cabinets behind the table are built in cabinets that are used for storage. Some of the things in storage are arts and crafts, such as body paint. Bullard says that as soon as children begin to show interest, they are ready to draw (259). However, because it is only the beginning of the year, I havent had enough time to assess their art needs. My plan is to create a choke-free art center soon. There is also a refrigerator in the middle of the two cabinets which contains bottles with formula, breast milk, and the childrens food items that are individually labeled with a name and a date. This is a NAEYC regulation I learned at my placement. There is also a drawer at the bottom that is labeled teacher and holds teacher food.

In the center of the room, on the flowered rug, we have a dramatic play area. Bullard explains that it was found that many infant classrooms did not have adequate materials and props to play pretend (235). The children in my classroom are very young so I wasnt sure if a dramatic area was a great use of valuable space. However, after reading this, I ultimately decided it was best to at least give them the option. Here you can find dress up clothes that are easily removed with Velcro, dolls without faces to enhance creativity, pots, pans, and a choke free cash register (Bullard, 147). I added the register because many of the infants parents work in an institution that exchanges money and I thought it was a great way to incorporate funds of knowledge. You can also find gloves, hats and shoes because it helps my students to begin thinking about patterns and pairing (Bullard, 200) Up next is the reading center. I was very careful when selecting my books because I wanted the books to reflect my classroom diversity. In chapter 3, Giorgis and Glazer underlines that a child will make personal connections similar to their own and to literature that relates to the world around them. Another reason I took it seriously is because, as I learned in TTE 317, discovering personal identity is a social studies theme and I want to create a culturally inclusive classroom. Its a small bookshelf because I wanted it to be in the childs reach (Bullard, 130). I also included a directly relevant book called The Storybook of Names. This is a book that talks about each student in my class got their name. At the beginning of the year, I asked all the parents to write it up and sometimes right before nap, Ill read a story from it. My mentor teacher did this at my placement. Next is the sensory or science center. Here you can find a water table. The contentents change every week based on the lesson. Things that have gone in there are ice, water, scoops, dirt, leaves, shaving cream, and different sized containers (178).

At the end of the room, we have the nap area. I currently have 7 cribs and two rocking chairs. There are multiple chairs so we can rock the children to sleep but also so that that moms can feel comfortable going there to nurse. As I learned in LRC 411, NAEYC standard 2 refers to building family and community relationships and is used to create respectful reciprocal relationships that support and empower families. I made the area look homey by adding picture frames of my students families. This element also allows the children to see themselves and create a home-like feel. It helps the children see that families have many forms too. For example: Aiden has two Dads, Emily only lives with her mom, Emmet has an extended family, Vanessa could see her dad even though he deployed, and even Isabella my assistant teacher is an only mother. All the other families would have a frame too but I wanted to point out the diversity within the pictures. I also added plants to this area because I dont have any windows in my classroom and Bullard mentioned that I need to be careful with air control in chapter four. However, I only added plants after sending a note home to ask about allergies first. The pillows on the mat that we see next are symbolic for tummy time for the children who are a little younger. The other half of the map is a climbing center. I have a mirror above the climbing stuff so that the children will be tempted to pull themselves up to look in it. Bullard says that this age group highly needs climbing practice (312). Jacob loves this area because he loves to scoot around the room. Lastly, we have the diaper changing area. Here we find a changing table with a mirror in the corner to avoid a blind spot. There is a cabinet above the changing table with separate labeled cubies. In the cubies, each child has a tote that contains: diapers, wipes, a change of clothes, and medications. In this area there is also a sink to wash your hand before and after the diaper changing. Under the sink, you can find sanitation bottle. One bottle contains water and soap and

the other bottle contains bleach and water. The cabinet under the sink must be locked at all times so the children cant get to these products. There is also a mesh bag to collect any mouthed toys in the corner next to the mirror (Bullard, 74). The last thing in this area is a basket with toys for the child to play with while we change them and a poster with facial expressions on it. The child can see themselves in the mirror and the goal is that they try to imitate the expressions on the poster. Class Routines Although I will respect the needs of every infant by being sensitive to their needs and cues, every child needs a basic routine. The first thing that will be done is that the children will be welcomed. Next, the children will have an opportunity to socialize and build community through play. They can choose what activity to play including the gross and fine motor skill stations. Snack time and diaper assessment will follow. This process allows the children to work on communication skills, such as, sign language. Once everyone has been assessed (diapers need to be changed every hour according to NAEYC), circle time will resume and the children will look at sensory books, sing songs, listen to stories and dance to different music. I will ask the parents to recommend songs that their child enjoys at home so that they can become more engaged. Bullard also mentions that this is a great way for a child to see themselves within the classroom (280). Arts and crafts will follow, along with sensory fun. After a morning of activities, the children will be ready for nap time. I placed Emmett and Jacob at cribs at the opposite ends of the room because they were described as the most engaged and active children. Therefore, they wont be able to distract each other during nap time. The nap time will depend on the child. For this reason, I placed the loud activities at the opposite end of the room. I will assess diapers after nap time.

Lunch time is next and the children get to practice sign language and communication skills again. They also get to practice motor skills by using their own utensils and cups. After lunch, there is an allotted slot for gross motor skills and socializing with peers and staff. If some of the children are still young enough (like Emily), I will place them in tummy time. They will get another snack break and diaper assessment. Then the children will get an opportunity to have fine motor and sensory play. During this time, my assistant and I will have the opportunity to work individually with each child based on their needs. At 5:00 PM (because most of my parents have a full time job and are very busy), I decided to create a primary caregiver time. They will read stories to their child listen to music and dance during this time. If a parent cant show up, then my assistant or I will take their place. During this last hour, I also encouraged the parents to bring their older children to play with parents and younger sibling. Though this is the basic routine, it is all subject to change based on the childs individual needs. I created many questions that could affect this routine and the activities that I do with my classroom. Will Emilys mom have time to interact with Emily during primary care giver time. Jeb was described as always watching everything. What are the things that peak his interest the most? With this information, I can add these objects to some of the stations. How do the other families react to Aidens family dynamic? Will I have conflict in m y classroom because of it? Will Emmets parents bond with the other parents during primary care time? My goal is that they will, so that their transition to another state can be a little easier on them. Is it possible to get Savannahs dad involved in primary care time? Will socializing with other children help Savannah be more outgoing? How did Vanessas dads deployment affect her family financially and emotionally? Lastly, how old is Jacob and would he enjoy sport toys to play with? For example, I could add a small basketball hoop in the gross skills station.

This being said, I realize that I need to make time to simple observe my students. Once I get to know my students better, I want to create a station that is based on the students funds of knowledge, like a sports station for Jacob. As Denton mentions, in order to create passion in our students for learning we must find what they are passionate about outside the classroom. However, I have to make sure to keep my observations purely factual because impressions can change how you facilitate a lesson and sometime your impressions are wrong. Jablon mentions that observing has a human side and I must always keep this in mind. Classroom Climate Bullard says that the childhood environment that the baby enters will reflect my philosophy, values and beliefs as a teacher. I want these traits to create a positive environment for my students. The first step to achieving this is by using positive language. Denton explains that children are very impressionable and every word and voice inflection can make a difference. Through my language I can create an inviting, nurturing and encouraging environment. Another thing that will affect my classroom atmosphere is how I view myself within the big picture. After I read the play article on September 19, I made a commitment to put something in my classroom that would remind me to stay grounded and not get a big head. I had thought of this because in Feeney, Moravck, Nolte and Christensen article; the authors talk about a divine banana in the authors note. The author always places a banana in her work to remind herself of this habit. This characteristic is needed when we take childrens abilities into consideration. In Chapter 7 in Literature for Young Children, it delineates that adults are often more aware of young childrens ability to conceptualize when they are inaccurate than when they conform to

expected perspectives. However, if we take a humbling approach to teaching, we can analyze our words and how they affect our students. Besides attitude, there is a huge aspect to design that help create a positive atmosphere. For example, I decided to make the walls a green color instead of white. After looking at all the pictures in Sonyas class. I came to the conclusion that its hard to get rid of an institutional feel when you have white walls so I wanted to get rid of that problem. I specifically chose green because Sonya mentioned that it has a relaxing effect. The rest of the colors in my classroom are also a low tone because I didnt want to overstimulate the children and give them headaches. The only rug that I chose to place bright colors in was the reading center. I wanted the colors to pull my students over to that area.