Introduction
I would first consider children with special needs. This would involve setting up a friendly environment for them with disabilities is a factor to prioritise. A comfortable learning environment will help them work with others freely. For example, for the short sighted, allocating them the front seats to ensure they can clearly visualize the teachings on the board would be the best move (Fjørtoft, pg.48).
I would set up boards around the classroom to remind the young learners of the importance of having respect to everyone in the organisation and implementation of rules that guide the students morally would be the first action to take.
I would encourage implement formation of social clubs that will enable free interactions among the pupils and the teachers outside the classes to improve communication skills between the teachers and the younger students..
On the question of promoting health and safety measures, I would emphasize on placing dustbins and hand wash zones around the field to ensure high maintenance of hygiene in the organisation through encouraging the young learners to wash their hands after visiting the loo and before eating anything.
A pre-school learner will always perform well in a clean, beautiful and well-arranged classroom. Neatness and proper arrangement of learning materials by coding each item on its specific shelf allows the students to train on being punctual and orderly their ways of doing things.
Children need a special set up that help them to relate with each other in a considerate manner. The learning set up should be in a cool place away from noisy fields of pretend play. Academically, use of shelves in reading areas help prevent traffic flow and enhance maximum concentration of the individuals in their work.
The preschool learners are open-minded and often need opportunities with playing blocks and a chance to work with different construction toys. This stage helps the individual learners in developing their imaginative and innovativeness. This step also increases the learner’s spatial knowledge through the miniature provision of items like cars, toy animals and trucks (Staempfli, pg.210)
The placements of the above featured domains highly boost the ability of learners to increase their means of communication by engaging on interactive activities with other individuals in the learning centres. This placement of events greatly influences the culture and mode of doing this as one gets fully attached to the routine followed in their learning area. This puts a burden of ensuring the type of scheduled set for the young learners is that which increases their cooperativeness, boosts their communication skills and ensures the effectiveness in tackling of current upcoming challenges.
Section iv
The new learning centre will have new set furniture and reading table to make it comfortable for the students. The furniture will have shelves to prevent disturbance from the movements or seatmate while giving an ample space to move freely while searching for books or moving in and out.
The materials in the classroom are to be accessible to only the authorised individuals to prevent misuse and enhance responsibility by the children. The setup will allow a small space for discussion sittings where the learners can meet and discuss at own free time. The space will also give room to free movement by the teacher or instructor (Fjørtoft, pg.98).
I intend to arrange colourful and educative charts and diagrams that challenge the student’s thoughts and constructive nature. A beautiful and neat environment will put the learner in a cheerful study mode that will enhance straight and effective thinking. Individual children will get the feeling of being home and this reduces the at-school tension of the student (Staempfli, pg.118)
Work cited
Fjørtoft, Ingunn. "The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children." Early childhood education journal 29.2 (2001):
Hendrick, Joanne, and Patricia Weissman. Total Learning: Developmental Curriculum for the Young Child. Boston: Pearson, 2011
Staempfli, Marianne B. "Reintroducing adventure into children's outdoor play environments." Environment and Behavior 41.2 (2009):
