The document discusses factors important for establishing a high-quality Kindergarten classroom, including environmental factors, teacher interaction, and curriculum. It argues that these three variables must work together harmoniously. Regarding the environment, the author advocates for a calm, orderly space that is not overly stimulating. Teacher interaction is also vital, with a focus on differentiated instruction tailored to students' needs. The curriculum should incorporate open-ended and didactic materials to engage diverse learners, rather than relying solely on standardized testing. The goal is to lay a strong foundation for each child's education through these balanced classroom elements.

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Laying the Foundation: A Kindergarten Classroom
Randall L. Noggle
ECE311: Early Childhood Curriculum & Methods
Instructor Merrian Gagnon
12/8/14

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The age group that I have chosen is Kindergarten. I chose this age group because it is
essentially the first real, assessed formof education and the primary foundation that the rest of
further schooling builds upon. This is not trying to discount pre-K educational programs by any
means, but rather, infers that the results of academic progress in Kindergarten and high stakes
testing can ultimately decide a child’s primary educational fate (Jaruszewicz, 2012). There are
numerous variables involved in a high quality Kindergarten classroom that fosters an
environment of comfort, creativity, and positive interaction and participation. The most
prominent of classroomvariables are environmental factors, teacher interaction, and
curriculum. While some may consider these variables mutually exclusive in nature, they are
congruous in a quality Kindergarten classroom.
The first thing that is noticed about a classroomis its aesthetics. Aesthetics is not only a
matter of vanity but also functionality regarding classroomusage and effect on child behavior.
According to Education and Treatment of Children, “The evaluation of the influence of
environmental features on children's behavior is not new. In fact, researchers from a number of
related and unrelated disciplines (e.g., environmental psychologists, architects, child
development scholars, educators) have studied children's environments and their effects on a
number of behaviors” (McEvoy, 1990, para. 4). Some teachers prefer brightly colored and
adorned from wall to wall with posters, diagrams, charts and a host of other visual aids. This,
however, goes against what Curriculum and Methods for Early Childhood Educators states in
that, “Children and adults alike benefit from spaces that are soothing to the senses and inviting
without being overwhelming or artificial” (Jaruszewicz, 2012). Essentially, the developmentally
appropriate approach would coincide with the old adage “less is more”. While there are

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numerous approaches to the classroomenvironment, the philosophy behind my desired
environmental influence and arrangement of the classroomis similar to a blending of
Montessori and Reggio Emilia programs. This would be the calm, orderliness of a Montessori
classroom with the home-touch feel of a Reggio Emilia program.
The physical environment sets the initial “feeling” of a classroom, but the teacher
interaction is what makes the classroomhabitable. Teacher interaction is essential to the
classroom and can either work for or against student engagement. Teacher interaction is
paramount in any classroom, regardless of what program or philosophy is utilized and/or
required. In my Kindergarten classroom, there would be a huge focus on Lev Vygotsky’s zone of
proximal development and the usage of scaffolding by the teacher in a form of differentiating
instruction. As the Journal of Russian & East European Psychology states, “…children have
different boundaries not only at different ages but even within the same age group”(
Bozhovich, 2009, p.49). This is further supported in Preventing School Failure that “All students
benefit from a variety of instructional methods and supports and an appropriate balance
between the challenge of instruction and the opportunity for success” (Rock, Gregg, Ellis, &
Gable, 2008, p. 33). This would also include the way in which the teacher presents themselves
in the classroom. I am very much inclined to coincide with the Waldorf approach in that a
teacher is much like a performer demonstrating activities and being a role model for highly
influential children who have a propensity to model adult behavior in play (Jaruszewicz, 2012).
This teacher interaction, coupled with environmental influence, makes a path for the
curriculum.

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The curriculum that is utilized for instruction plays a vital role in how subject material is
presented. One of the worst things that can be forced upon a child is a textbook-based
curriculum. A textbook curriculum is inflexible and does not accommodate different learning
styles. Although this is one of the most traditional approaches, it can have a serious negative
consequence. According to Differentiating Instruction in Inclusive Classrooms, traditional broad
curriculums are “Teaching to the middle” (Haager & Klinger, 2005, p. 19). In essence, a tightly
controlled and regulated curriculum, while attempting to teach to everyone, does not teach any
one individual effectively. In the curriculum there needs to be both open-ended and didactic
materials utilized as an essential part of the curriculum.
The curriculum, while being influence by both environmental influence and teacher
interaction, is how teachers go about meeting educational requirements and student
competencies. In reality the curriculum is the heart of the classroom. It is where the main
concepts of the subject material dwells and every variable should be addressed so that those
concepts can be solidified in order to create a firm foundation for further building in the subject
areas of mathematics, reading, science, and the fine arts. The concepts of these specific areas
that I will address fall within the Iowa Core Standards set forth by the Iowa Department of
Education (Iowacore.gov).
The first academic area is mathematics. It is a little more straight-forward at the
Kindergarten level and does not require as much abstract thinking. The main focus will be
numbers with the concepts of rich mathematical tasks and distributed practice that is
meangingful and purposeful. The main competency goal is to understand what numbers are

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and the discrete quantity associated with the numeral. This is what it means to truly
understand early mathematics. The first activity I would use would include counting
manipulatives in order to reinforce the association between the numeral and the discrete
quantity that matches. After this concept is firmly rooted I would move on to a more complex
sequencing game utilizing number cards that would need to be placed in order. By gradually
moving towards number recognition the transition from rote to rational counting could occur.
This progression, or lack thereof, would aid in dictating what direction the differentiating
instruction would go and classroominstruction could be altered in order to facilitate certain
students firm or loose grasp of numerical concepts.
The second academic area is reading (or literacy). This area is one of the most
comprehensive areas in early childhood education because in Iowa reading falls under the
umbrella category of literacy, which also includes writing, speaking, and listening. As such, the
only real concept present is interdisciplinary instruction because of delineated specific
expectations under the umbrella of subject material. It is essentially viewed as language or
communication skills, which is, in all honesty, the most fitting categorization being as all these
skills have a great deal of interaction. An activity that I would include would be with individual
whiteboards. It would be a gradual progression from writing single letters to eventually
combining sounds to make words, which is very similar to the Fundations curriculum
(www.fundations.com). Another activity I would include would be a basic form of journaling.
This would have both teacher initiated and child initiated forms. The teacher initiated form
would be more specific and used as a type of assessment while the child initiated form would
be open ended and allow more freedom regarding content and expression. This journaling

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could also serve as a literal evolutionary model. By that, I mean a person could view the
progress that each individual student has made throughout any point of the year. When viewed
comparatively, overall trends-both good and bad- could be assessed and addressed.
The third academic area is science. This area requires a basis in both logical and abstract
thinking that is fostered in both mathematic and literacy. The main concept that I would stress
would be reasoning skills. This would be viewing information present and being able to come to
a conclusion via logical processes. In essence, it would be the scientific method in its most basic
form. It would be the mindset to look at something, question it, and being able to make
observations. Being as science requires both logical and abstract thinking, student engagement
is essential. The first activity I would use would be the life cycle of a frog. I would first show the
students the eggs, and have them hypothesize what would happen next. As we enter each
stage I would allow for observation, reflection, and alteration of hypothesis. The second activity
I would use would be a sensory exercise. I would have numerous numbered containers and
piles of various materials as a visual aid. I would have them shake the containers and
hypothesize what material was in what container. Upon completion we would open the
containers to see how accurate each hypothesis was. We could further expand upon this by
asking what made them guess this particular item made this noise.
The fourth and final academic area is the fine arts. This is a subject area that seems to
be going to the wayside in lieu of time spent focusing on standardized testing, or rather, the
progressing importance of standardized testing. This is where the environmental influence can
truly shine in my classroom. Given that the physical environment of my classroom would have a

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neat but homey feel, each individual students “fingerprint” would be evident. By this I mean
every students area would be a reflection of them. Their areas would incorporate their artwork;
their organization; their personal construct of beauty. An activity that I would include is not a
singular thing, but rather a theme that is similar to what is seen in a Waldorf classroom—music.
I would try to incorporate song or instrument in a host of activities when possible. This also
makes some difficult to grasp concepts or activities that are, for lack of a better word,
lackluster, more engaging. Another activity I would like to include would be artwork. Expression
of understanding through picture is not only part of the fine arts, but also falls into the
communication realm of subject materials. The fine arts, much like literacy, can be seen and
incorporated throughout interdisciplinary involvement. While many schools still participate in
statutory “specials” (art, music, gym), it is usually on a set schedule that does not allow
frequent interaction and immersion in subject material. My classroomwould include little bits
of the fine arts sprinkled in on a daily basis to compensate for this near-removal of foundational
thought processes. Creativity lives in the fine arts and depriving a child of this form of
expression could further inhibit abstract thinking and processing ability.
There is no one way to teach and certainly no one “right” way to teach because every
classroom is constructed of numerous variables. That being said, every teacher is different
regarding their experience, knowledge base, requirements and freedoms. It is impossible to
create an all-encompassing blueprint for what “works” for every classroom. Teaching that is
geared solely towards standardized testing often excludes developmentally appropriate
practices and a holistic view of education. While public schools reporting test scores do not
start until third grade, there is a push to get children up to par as early as possible, which can

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create conflict in philosophical beliefs and practical application. Regardless of what the state or
school requires, the real learning happens every day in the classroom as a result of the
environmental factors, teacher interaction, and curriculum. These factors must work in a
harmonious fashion in order to provide a foundation for a world-class Kindergarten classroom.

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References
Bozhovich, E. D. (2009). Zone of Proximal Development: The Diagnostic Capabilities and
Limitations of Indirect Collaboration. Journal Of Russian & East European Psychology,
47(6), 48-69. doi:10.2753/RPO1061-0405470603
Jaruszewicz, C. (2012). Curriculum and methods for early childhood educators. San Diego, CA:
Bridgepoint Education.
Haager, D., & Klingner, J. K. (2005). Differentiating instruction in inclusive classrooms.
Columbus, OH: Merrill.
McEvoy, M. A. (1990). The Organization of Caregiving Environments: Critical Issues and
Suggestions for Future Research. Education And Treatment Of Children, 13(4), 269-73.
Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A Framework for Differentiating
ClassroomInstruction. Preventing School Failure, 52(2), 31-47.