Creating a classroom environment that supports developmentally appropriate practices should be based on knowledge of children and their development; it should also be centered on their interests and needs. According to our text; ?young children?s experiences are tied to their local physical environment. Successful curriculum activities are based on prior experiences and are more likely to be successful when they involve an abundance of firsthand, direct experiences and real objects to manipulate?(p. 213). In order to accomplish a classroom environment that is appropriate you need to consider the age group in which you will be dealing with, for this paper we will be discussing the ages two thru five. We know that children learn best through play so for that reason our classroom will be geared toward to allow children the freedom to explore their environment. To do this, there will be centers set up for a variety of different experiences, such as, a water and sand table with a variety of toys designed to use with each, a listening table with a secure listening center on a lower tier which will include a recorder, headphones, and tapes for children to experience, a play table with removable bins with an assortment of different sized blocks and counting toys and manipulatives, an activity table with play dough, modeling clay, markers, scissors, crayons and chalk, another activity table for science exploration complete with an assortment sorting shells, rocks, magnifiers, magnets, eco friendly gardening kit, bugs under glass, and a butterfly house, a painting area with paints, brushes and an easel, a game table for puzzles, word building games, writing skill sets, and math building games, a social studies center with a world globe, picture cards with different nationalities depicted on them, family puzzles from around the world, geo safari game to teach U.S geography.
Our dramatic play area will include a complete kitchen with play food and shopping cart, cash register, table and chairs, dress up clothes, dolls, puppets, and telephone. There will also be an area with carpentry tools, play vehicles for children to pretend to ride like a postal car, a fire engine and a police car, a medieval kingdom climber with a foam bridge, and a pit filled with plastic balls, and foam tunnel climbers with areas to crawl through. Our library area will be filled with two appropriately sized arm chairs, a table, sofa, and love seat, bookcases filled with a variety of books on different subjects designed to encourage independent reading.
For our directed teaching area we will have a comfortable rug for children to sit on while discussing the weather upcoming birthdays, days of the week, months of the year, our numbers and alphabet, and sorting and patterning on our pocket chart. This is also where children will be read stories too and lesson plans discussed. The curriculum will be based on the high scope method using child anecdotes booklets that are designed to create an individual learning experience for each child, learning through movement by experiencing a steady beat of music, listening and responding to others, exploring how things are the same or different, learning more or less, experiencing numbers, exploring space, quantities, learning about time, a beginning and an end, experiencing fast and slow, repeating an action, learning cause and effect. In the high scope program there are several approaches to learning, such as, making and expressing choices, plans and decisions, sharing their experiences, describing object, events, listening to stories, or making them up, drawing, writing, scribbling, learning to take care on their own needs, expressing their felling with words, dealing with conflict, learning how to move in an anchored way like bending, twisting, rocking and swing their arms, moving in a non anchored way like running, jumping, hopping, skipping, marching, and climbing, moving with objects, and describing movement. Learning to compare attributes like long, short, bigger, smaller, patterning and sorting, comparing numbers in sets of fewer, more, and same categories, counting objects, sorting and matching, know objects by sight, sound, touch, taste, and smell, and sequence of events. All of these learning activities will be presented in a fun and playful manner so that each child feels free to express themselves while enjoying the experience of learning.





References
Decker, C.A., Decker, J.R., Freeman, N.K., and Knopf, H.T. (2009). Planning and administering early childhood programs, 9th edition. Upper Saddle River, New