| U.S. Kindergarten classroom layout guidelines | | | | development of specific skills, social personality. |
| The United States attached great importance to | | | | (B) all of the active region can develop children's trust |
| kindergarten education kindergarten classroom layout, | | | | to develop children's independence, develop their |
| which is the same view of the United States | | | | attention, send |
| separated from kindergarten education. The main | | | | Skills development of their skills. |
| point is the U.S. Early Childhood Education: | | | | Training children a sense of trust: a classroom of |
| First of all, children must use a variety of senses, | | | | children is reasonably arranged, a trust in the |
| through the direct effect of the environment for | | | | classroom. The activity area of the toy rack placed |
| learning. | | | | neatly classified clearly, young children can easily find |
| Second, preschool teachers need to encourage | | | | the items, will not find the items needed to feel |
| children to actively object with the environment, | | | | uneasy; children's art posted on the Art Corner, and |
| materials and people to interact. | | | | their level of sight of the highly consistent, which |
| Furthermore, preschool teachers must be provided | | | | makes children feel that their work be taken |
| for young children age-appropriate curriculum | | | | seriously; classroom book corner warm and |
| development and individual development. | | | | comfortable, so that they can sit down and read or |
| Thus, the arrangement of the classroom U.S. | | | | rest; the activity area of the material sufficient to |
| kindergartens as a strategy, that the layout of the | | | | reduce the quarrel between children; children in twos |
| classroom can provide a good school for children | | | | and threes activities in an activity area that can help |
| Learning environment, provide favorable conditions | | | | them learn to live together, trust each other. |
| for the development of children. | | | | Development of children's independence: the ability to |
| Kindergarten classroom layout strategy for the | | | | choose child care training and found their own |
| United States | | | | interests, the development of personality. |
| Classroom layout | | | | Arrangement is reasonable, clearly defined activities in |
| U.S. kindergarten classrooms can generally be divided | | | | the region to help children make choices that |
| into several different fields of study: building block | | | | determine in which regional activities; toy shelves |
| corner, home corner, corner desk toys, art corner, | | | | display objects have some appeal, can trigger |
| science corner, book corner. | | | | children's interest, so that they can take up toys |
| These areas are also available for group activities. | | | | alone, independent use , do not rely on adults to help; |
| Such as, music and sports activities, storytelling and | | | | when the campaign ended, children need to clean up |
| class meetings. | | | | their own independent toy played, they will pack up |
| Recently, some kindergartens also increased the | | | | for their pride is independent. |
| angle of computers and cooking. | | | | Training children's attention: training children to |
| Classroom layout strategy | | | | concentrate on the use of various items and various |
| Furniture in different areas separated. This makes it | | | | activities. Clearly defined area of activity will not |
| easy to choose children's activity area clear. At the | | | | make children's attention is spread by activities in |
| same time, teachers can look at the overall situation, | | | | other regions, the relative concentration of young |
| know what's what. | | | | children can focus on the activities of hand; furniture |
| Crowded places and quiet places are separated, | | | | used (used to separate the various activity areas) to |
| communication hubs are used to reduce distraction. | | | | prevent the children look around, and concentrate in |
| Material is placed on low shelves so children can easily | | | | their activities; quiet areas and noisy areas are |
| get them. Shelf labels with a clean, uncluttered, this | | | | separated too far, making a quiet area not affected |
| material can easily be seen, was chosen, was to take | | | | by noise in the region; enough interesting toys to |
| place. | | | | attract children's attention to materials, will not be |
| The same material together, it can teach a child | | | | disturbed by other activities . |
| classification, and to put things sequentially. | | | | Development of children's skills, techniques: the |
| Each of these areas have a lot of material to meet | | | | development of children's math skills, reading and |
| the different needs of different children. | | | | writing skills, social skills. By using different materials, |
| Different materials to develop different senses | | | | children learn sorting and matching. If put on the two |
| provide different experiences. | | | | items will make the same kinds of children learn to |
| The role of the United States Kindergarten | | | | match up similar items; book corner activities to |
| Classroom Layout | | | | foster children's ability to quiet reading; family angle |
| U.S. Kindergarten classroom layout of the | | | | and the angle of the activities desk toys can help |
| development of children, is in the following two | | | | children develop eye-hand coordination ability to |
| aspects. | | | | develop their reading skills; each activity area child |
| (A) the activities of each specific region can promote | | | | care exchanges can promote children's social |
| early childhood learning specific knowledge, the | | | | communication ability, develop their social skills. |