Reference no: EM133745888

Designing Preschool Environment

PART 1 Evaluate the classroom environment and identify areas for improvement using the Early Childhood Environment Rating Scale - Revised(ECERS-R) (Harms, Clifford & Cryer, 2007). Develop a plan to make desired modification in classroom arrangement, scheduling, materials and interactions in a way that reflect a Universal Design for Learning framework. The environment and materials should reflect the individual needs of children with multiple disabilities, sensory impairments and those children who are ethnographically and linguistically diverse.
1. Administer the scale and attach a copy of the completed scoring sheet.
2. Describe participants and the setting in which you conducted observations. Include:
a. Number and ages of children with/without disabilities
b. Number of children who are ethnically and/or linguistically non-majority
c. Number of adults in classroom
d. Size of classroom
e. Number and roles of persons you interviewed
3. Calculate and report the mean for each subscale.
4. Describe the strengths of the program for each subscale:
a. Space and Furnishing
b. Personal Care Routines
c. Language-Reasoning
d. Activities
e. Interaction
f. Program Structure
g. Parents
5. Describe the areas that need improvement regarding:
a. Space and Furnishing
b. Personal Care Routines
c. Language-Reasoning
d. Activities
e. Interaction
f. Program Structure
g. Parents
6. Select on area (subscale) that requires immediate improvement. Write your suggestions about how to improve this area and your rationale (WHY?). Your suggestions should be sufficient and specific enough so that a third person could easily implement the suggestions without additional guidelines from you.
7. Draw classroom plans:
a. Draw the classroom plan of the existing setting.
b. Then draw a classroom plan reflecting the revisions based on the ECERS-R, and classroom readings, lectures and discussions. Make sure that your revised classroom design includes multiple activity centers, indoor and outdoor activity areas, and appropriate bathroom and kitchen facilities. Be sure to build in features that will optimize opportunities with sensory disabilities (hearing/vision) and other low incidence disabilities to be safe and included in all activities.
c. Attach copies of both plans. You may present plans in whatever way you choose. For example, hand draw on graph paper or use computer plan drawing program.
d. Write 1-2 paragraphs describing the changes you made to the existing plan and your rationale (WHY?). Refer to sources from text or class lectures

PART 2: Develop a class schedule:
1. Develop a schedule for a three-hour block of time in the classroom, with a focus on intensive pre-literacy practices.
2. Make a planning matrix on which you plot 5 children's IEP objectives across routines/activities described in your schedule. Include how the child will practice the skill.