Introduction
The outline of a classroom is essential to the learning process of kindergarten kids. A well generated classroom entails a good organization of furniture, interior wall colors, floor, room arrangement and regulated amount of light (McGee & Richgels, 2003). All these elements contribute to a language rich environment for children. This paper will present and discuss three areas of a floor plan that enhances language development for children.
Dramatic play area
This is among the best areas that foster language development. The area is set up through creating an ample space through which children can play their own imaginations in the classroom. The spaces between the kidney tables and end to end shelves can comfortably serve more than twenty children. Playing increases the level of interaction for the kids. This encourages language acquisition and development. Children can be engaged in playing activities such as a pretended play to talk about doctors. The role of the teacher is to coordinate the whole learning process and let a natural course of the play to take place without any interference. In accessing the area effectiveness, the teacher may ask end to end questions relating to the play. This will enable the teacher evaluate the level of language development for every child.
Math area
The area is set up through manipulative items such as clipboards, drawing papers, puzzles, easels, pattern, and cards among others. These items assist children develop language skills of one to one correspondence, classifying, counting numbers, time, mathematical operations, measurements, shapes and patterns. Children engage in problem solving activities which enhance their reasoning, communication and processes of making connections (Saccardi, 2011). The area also has a language of its own which incorporates mathematical skills. The teacher has a vital role in guiding the kids. Teachers also assist children in describing and explaining the areas vocabulary in what they are learning. For instance, the teacher may opt to use descriptive language in involving children to learning shapes. Here, the teacher may use an example of letter ‘T’ suggesting that it has three sides. It is therefore a three sided shape”. Language development in this area can accessed through observations as the primary source for the analysis.
Library area
This area is very important in building language with the interest of letters, books, word knowledge, phonological awareness and concepts about print. The area is set up with all stationery accessories. They include shelves, the different furniture types: round tables, sofa plush, student table, and book stands. This area supports children in building oral language foundation. Depending on the children and teacher preferences, all stationery is placed at easily accessed points on the lower shelves. Children are able to learn new vocabulary and words form books building their literacy level. Some of the activities to engage in this area could be issuing the texts books that the teacher is reading to the children. The kids will there interact fully with the books in their own ways (McGee & Richgels, 2003). Teacher’s main role will be reading out or pointing a particular picture in the books and guide children to follow up. There are several ways in which the teacher could use to access children in this area. However, the most effective way is by forming a systematic evaluation process to gauge the level of comprehension skill of every kid at a time. This method has an advantage of further improving current literacy level that correlates with the teachers expectations.
References
McGee, L. M., & Richgels, D. J. (2003). Designing early literacy programs: Strategies for at-risk preschool and kindergarten children. New York: Guilford Press.
Saccardi, M. C. (2011). Books That Teach Kids to Write. Santa Barbara: ABC-CLIO.
