Center Time

Role of Center Time

Purposeful play is key to our early learning classrooms, aiding creativity & imagination. Learning centers include a library/cozy center, science, dramatic play, & art center, math, blocks, writing center, sand and water, music, technology to support projects & developmental goals. Teaching includes literacy & math games, science experiments & fine motor skills, with oral language. Bloom's Taxonomy poster prompts children's thinking as we coach & model behavior. Center time is essential because it encourages independent learning. Centers encourage young children to explore materials as free play or with constructed or teacher-facilitated play. In free play, centers let children play & discover without the teacher telling them what to do & how to do it. Children can choose from paints, crayons, markers, clay or collage materials in the art center. Classroom Centers mean that teachers group materials for one type of subject or exploration purpose together, organizing them based on content or activity. Our classrooms will have separate centers for pretend play, reading, art, science & blocks. For example, the art center will have storage bins for crayons, markers, paint, paper, clay & glue while the pretend play area includes dress-up clothes & props. The well-structured learning center is entirely accessible for children. The materials, storage units, tables & chairs are all on the child's level. Children have easy access to materials at all times, located in bins and labeled. We rotate the materials once a month as connected to changing themes. Although the teacher designates the center, we allow students to decide what they want to experiment with, & to take it out on their own.

How does center time help children learn & grow?

Center-time play is an essential element in early childhood programs, because it provides young children with the opportunity for hands-on exploration to (1) express their ideas & their feelings, (2) symbolize & test their knowledge of the world, & (3) acquire effective support for academic & pre-academic learning.

How can we assure centers are meaningful for all children?

Many children with disabilities or who do not speak English (foreign language learners) benefit from simple accommodations & modifications. Other children may need more specialized, individualized supports that specialist teachers or educators may provide. These professionals will work with us, the children, & their families to help the children learn & thrive whether whether they be a) dual language learners; b) students with disabilities; c) developmentally advanced or delayed; &, d) Gifted & Talented in classroom activities, fostering independence, & creating a language-rich environment. We will modify the curriculum, physical space, materials, & educational expectations so the child can participate to their best respective capacities in classroom routines & center-based activities.