NHTI Child and Family Development Center
Preschool Environment Slideshow

The bright and airy preschool room is large enough to allow for many choices, yet arranged in such a way to provide a cozy and enveloping feeling in each area. In this way, children are able to be part of a large group, work quietly alone, or with a couple of friends.
This end of the preschool classroom provides a studio feeling where explorations of many kinds of art media are possible. All media are accessible to children, and teachers spend time supporting children as they represent their ideas in many ways -- from paint, chalk and pastels, to clay, collage and woodworking.
Near the entrance to the room is the children's bathroom and handwashing area. Independence is encouraged, but staff are always nearby to lend a hand if needed. Everything is placed at the child's level, including soap and paper towels, and the large mirrored surface tempts children to watch themselves as they wash their hands!
Children's work is documented for several reasons: to demonstrate to children that we value their ideas, to make visible to parents and children the learning that is taking place through long term projects, and to allow for re-visiting of the work by both children and teachers. This allows us to build upon children's previous experiences and knowledge.
Materials in the studio area are easily accessible and organized in such a way that children can access them easily. This provides for independence on the child's part; in choosing the materials that are just right for their project or painting, in returning them to where they belong, and in cleaning up their own space when finished.
Although exploration of 'how things work' takes place throughout the classroom, the small science area provides a space for learning about a particular topic, perhaps connected to the project underway, or perhaps to an item that the children have found that engages them.
The writing area is an important curriculum area in the preschool classroom. It is set up somewhat like an office environment, with message boxes, a mailbox, assorted writing materials & tools, and space for two to four children to work together. A dictionary, models of print 'from real life, ' and word cards all provide for an environment where print can be freely explored at the child's own level.
Between the writing and reading areas is a cozy spot for one child. If a little quiet time and a little quiet space is what a child needs in order to relax and enjoy a book, this is the place to be!
Dramatic play is a busy place. . . .children use this area constantly; to act upon their ideas, represent familiar scenarios, or to become someone else. The area changes often in order to meet children's needs and interests.
In a protected alcove surrounded by windows, the construction area provides a different way of representing ideas. 'Loose parts' such as interesting items from around the home, pieces of hardware, or items from the natural world, are added as needed to expand upon the children's big play ideas.
Manipulatives provide the opportunity to develop fine motor control, and also lead to counting, awareness of spatial concepts, and working together with a friend. As well, manipulatives often migrate to the construction area to enhance what is being built there!
Communicating with parents is a part of our life here and can take place in many ways: the bulletin board within the classroom, notes that go home, verbal contact every day, and a newsletter. Daily plans are posted on the bulletin board, and mailboxes outside the classroom are where written notes to parents are placed.
The observation booth is important to the early childhood department, and also to parents. Student teachers, their practicum supervisors, students observing for classroom assignments, and the teachers themselves, all use the observation booths. Parents enjoy watching their child from a booth in order to observe how their child participates in the dynamic of the classroom.