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TOPIC 4 PHYSICAL ENVIRONMENT FOR PRESCHOOLERS  61 philosophy, space that is available and the total enrolment of children. The
following are considerations to make when setting up the different centres:
(a) Cubbies can be stationed by the door. So, it is not a good idea to have any activities around the exit and entrance area.
(b) Art centres should always be nearby the sink. This applies to cooking activities too.
(c) Looking at the plants through the window is a wonderful idea for science lessons. Have your little library or reading area by the window too.
(d) By placing an active centre by a slow or quieter centre, you can avoid having all quiet areas in one section of the class only and all the noisy centres in the other parts.
(e) As much as possible, keep the block as a relatively flat and open area.
(f) Low dividers or shelves can be used to divide centres.
(g) Whenever tables are required as part of learning equipment, place them in the centre to avoid traffic congestion.
(h) Never place all your tables in one corner of the class.
(i) Never have large spaces in the class. Children love to run in open areas.
(j) The pathways for children to move about should be clearly designated and wide enough to prevent misbehaviour, or pushing and running.
(k) The use of learning centres can be rotational. Concurrent activities going on all at the same time is a bad idea.
(l) Always be flexible in the arrangement of your classrooms. No two classes are the same as children need to adapt and use the centres for their learning purposes. Children have different needs and teachers do not need the unnecessary stress.
(m) Have self-monitoring tools in each of the centres to allow for regulating the number of children involved in each centre. This is to avoid overcrowding. The use of velcro figures, clothespins, room to hang a specified number of name tags will help facilitate the monitoring process.
(n) Try as much as possible to set up the centres in a way that you are able to see the children from any spot in the class room.
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