Young children learn by doing and actively engaging with materials, Equipment and people in their learning environment. Creating a Physical space that recognizes the developmental needs of five year olds provides a context in which optimal learning occurs. The choice and organization of classroom materials in the learning environment influences the way in which a kindergarten teacher guides a student’s development and sets the expectations for student engagement. Beliefs about how children learn and the environment in which they work should complement one another.

The physical design of a developmentally appropriate classroom allows for experiences in areas for reading, writing, listening, dramatic play, art, numeracy, block, science, technology and an area for large group meetings. Ensuring a balance amongst these various learning areas is an important component in the organization and planning of the physical space in a kindergarten classroom. While classrooms may look different, the space should accommodate these learning areas so that children can learn to move independently throughout the room for the purpose of using the equipment and materials. The physical environment should anticipate individual, small group, and whole group involvement that provides a balance between teacher and student-initiated activities. Movement experiences are essential for all kindergarten students and they should not be limited to the physical space in the classroom or contained within discrete subject areas. Learning must be connected across the curriculum and the real world in meaningful ways while experiencing the outside world. This is possible by participating in field trips and extending the learning to areas such as the gymnasium, music room and the outdoors.
 
These learning areas do not have to be elaborate. Some of the best learning experiences grow out of trips in and around the school such as visiting another class to watch role plays, singing or poetry sharing, finding the signs on the rooms throughout the school, watching street, observing a bird eating from a birdfeeder, examining playground equipment, observing falling leaves, walking across the street to a wharf, a general store or a supermarket and picking flowers to give to a sick friend. The experience should allow for participation, close up viewing/observation, touching and questioning within the child’s level of thinking and reasoning while reinforcing, extending and enriching a student’s learning. The primary students have their class according to the topics related to the wall are full of charts, diagrams, shelve of books ,instumennt for scince , maths etc… suhject . even they are provide all above mentioned poits only difference will be that everythings will be placed as the age and standered. Considerations for

Classroom Design
A number of learning areas exist in aschool environment. Some areas will remain the same throughout the year and others will change as the need arises. This available space will influence the management of these areas in the classroom. A description of each area and a list of suggested materials is included for consideration. This list may help the beginning teacher in the inital classroom set-up. It may trigger ideas for new items to include in classrooms that have been established for a period of time. Many of the items may be collected as treasures from items discarded by others. A simple request to parents with an itemized list may fill your learning areas quite quickly. Learning Areas and

Suggested Materials

Essential to a classroom is a large group meeting area where all students gather as a community of learners with their teacher. This provides them with an opportunity to communicate with one another and take ownership of their learning environment. This area is also a place for students to respectively share and listen to each other’s ideas, accomplishments and challenges. During this time the teacher provides direct instruction to the whole group, models new experiences, facilitates sharing of learned experiences, and provides encouragement for their learning. Time in this area allows children the opportunity to share their opinions and thoughts and establish routines and expectations for daily activities.

Reading Area
Opportunities are available in this area of the room for students to make personal choices and experience print materials for enjoyment. Students should have time provided for daily access to familiar and favourite reading materials which may include picture books, nursery rhymes, informational text, child/class-authored books, concept books, big books, magazines and newspapers. This area allows opportunities for students to engage in literacy experiences with a partner or independently.

Listening Area
This area provides rich opportunities for developing oral language. Activities in this area providesopportunitities for students to learn how to listen attentively, develop phonological awareness and to make meaning from the language they hear spoken. Students may enjoy listening to stories with read-along books, music, poems and chants. Recordings of students reciting poetry, chants, rhymes, or songs should also be included. Rather than including all available resources in the area at once, a limited choice of 2-3 selections may be presented at one time. Gradually add or change titles to make this area more manageable. As children become more independent in this area, create a listening library catalogue to encourage self-selection of past choices and favourites. This area is most effective when children can work independently and make choices for their listening selections in a prepared area with anestablished routine.

Writing Area
A designated area and ample time to explore writing is essential in the literacy development of a kindergarten student. Exposure to writing tools and materials will allow opportunities for print exploration and the development of writing skills. Many of the items placed in this area will provide a purpose for children to write. A grocery flyer may inspire a child to make a grocery list while a recycled envelope may create a reason to write a letter to place in a another student’s mailbox. The stage of each child’s writing development will be reflected in his/her work. All children should be encouraged to read their writing and reassured that their printed message is meaningful.

Numeracy Area
This area provides children with a variety of math manipulatives, games and motivating materials which support learning outcomes for mathematics. Activities which encourage active involvement such as counting objects, dramatizing number chants, pouring liquids in containers or comparing quantities on a pan balance scale to determine the concepts of more and less allow students the opportunity to actively participate in their learning. The physical arrangement of materials in this area should allow students to have easy and open-access to the materials that are used to support ongoing Math topics. Expectations to return materials to designated locations will promote independence and organization within the classroom. Storage containers should be labelled with pictures of manipulatives to help maintain an organized space. Opportunities for children to explore, experiment, manipulate, inquire, discover, and observe things in their environment are encouraged in this active area of the classroom. The science area encourages students to use all of their senses while experiencing materials. Changing materials regularly will keep this area exciting for students and increase their opportunities to learn through discovery while exploring their world. The preparation time required to plan activities for this area will vary and students will benefit from experiences which are both simple and complex. It is important to facilitate the learning by creating an area which allows students an opportunity to construct their own learning through experimentation with the materials provided.

Technology Area
Depending on the availability of equipment, opportunities for students to use technology may occur in a designated area of the classroom. Learning experiences which integrate curriculum outcomes should actively engage the student in an activity. The selection of software and web sites must be developmentally appropriate duing computer time and the activity should encourage creativity and independence. Technology lends itself to many opportunities for numeracy and literacy experiences when the area and activities are designed appropriately for the kindergarten child. Use of a digital camera and/or a tape recorder allows students the opportunity to document and extend their learning.

Art Area
Designating an area in the classroom where students can express themselves using a variety of art materials is important. Students should be encouraged to express themselves creatively through their own art. The completion of original creations prompt students to use their ability to problem solve and think creatively. Opportunities for children to use their imagination are not maximized when they are required to complete identical crafts made from reproductible templates. An art area should provide opportunities for students to explore, experiment and represent their feelings and ideas through their own creations. The blank page is powerful.This area encourages children to interact, experience and re-create real or imaginary situations. Outcomes pertaining to adult roles in the family and the community are achieved as students develop the social skills required to interact in these roles through imaginary play. Literacy and numeracy experiences are rich as children engage in real-life experiences through role-play such as designing table settings in a restaurant, recording orders, tabulating a bill for a customer, changing a tire in a garage, or checking groceries at a grocery store. A dramatic play area can be transformed into many different locations within the community. Changing props regularly keeps the interest of the students. The area may be transformed to reflect specific locations in the community or home at different times. A request to parents for items which are no longer needed may help in the collection of props for this area of your classroom. The professions of some parents or their relatives and friends may help in gaining easier access to materials that might be difficult to include in prop boxes with specific themes.