Topic Managing Spatial Resources

Objectives:
 Determine the appropriate physical arrangement in
ECE;
 Identify the purposes of learning centers in the classroom; and
 Explain how the physical arrangement contribute to the

learning and development of the learners.

Introduction

Welcome to Module 3 Lesson 1. In this lesson, you will determine the

appropriate classroom arrangement in early childhood education (ECE)
setting. As educator of young learners, it is a necessary that you have
sufficient ideas on how the classroom should be arranged for it to be cozy ,
full of explorations and encourages interactions among children , teacher,
staff and family. You will also learn in this lesson the benefits and purposes of
learning centers. After this lesson, you will be able to realize that the physical
arrangement of the teacher has a big impact when it comes to learning and
development of the learners.

SPOT THE DIFFERENCE

What do you think are the differences of classroom A with classroom

B? Enumerate at least five of them in the box provided.

CLASSROOM A CLASSROOM B

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 Source:: Pikist (n.d.) Source: radiusofficefurniture.ie (n.d.)

1.
2.
3.
4.
5.

Analysis

Based on your answers from the activity, do you think classroom

arrangements have effects to learners in terms of participation, interaction and
learning? Does your way of arranging the physical space of your classroom
reflect your teaching philosophy? Please support your answer.

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 Acquiring New Knowledge

The learning environment plays a crucial role in the learning process of

the learners in the classroom. This is the abode where children spend most
of their hours with their teachers, classmates and staff. For such reason, the
manager/teacher needs to consider very well how the learning space should
be organized.

Enumerated below are some of the considerations when setting up the

physical space in the classroom:

1. The complexity of the social- cultural context

As children have moments of personal contacts

with their teacher, staff and classmates, the classroom
should be designed where the social cultural context Source; Modern Teaching Aids

of the children are respected. This statement is also supported by the

Department of Education particularly reflected in DepEd Order No. 47 (2016),
as stated, the classroom and the play area, should be designed in relation to
the socio-cultural and bio-geographical context and realities of the community,
since learning and its application happen best in relation to the experiences in
the community setting.
In connection of the aforementioned statements, Kaser (n.d.) said that the
physical arrangement of the classroom should be reflective of the diverse
cultural and linguistic characteristics of the students and be consistent with
specific learner needs.

2. Support to growing and developing children

Arrangement and decoration of space can make

a child feel confident or afraid, competent, or incompetent,
interested or disinterested, intelligent or stupid, secure
or insecure, in control or controlled. When arranging the Source: Storyberries

physical space, you should study the organization and how it is being used.
At times, consider reorganizing space for more effective or interesting uses.
Space and its related equipment should be continuously monitored to ensure
the health and safety of the children and adults ( Physical Arrangement of the
Classroom, n.d.).

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3. Independence among children

The arrangement of the materials/equipment in the

classroom should be accessible to children. When they
know where to get the things that they need, and
return them once done, they will become independent. Source: Dreamstime.com (n.d.)

One ultimate goal in classroom arrangement is to help the children to

become self-directed in the activities planned for them each day ( Physical
Arrangement of the Classroom, n.d.).

4. Engaging experiences

Provide opportunities for children to move

around while visiting learning centers and other special
classroom areas. These children learn significantly
more if they move from one area to another Source: Pinterest (n.d.)

as they acquire new information Shalaway (2020).

Consequently, the classroom arrangement should allow engaging
experiences in reading, writing, listening, dramatic play, art, numeracy, and
the natural environment. Corresponding areas/space must therefore be
provided to encourage learners to spend more time engaging in different
learning activities within these areas. Moreover, the learning environment
needs to be set up in such a way that children are provided with a variety of
learning opportunities and challenging experiences that will develop autonomy
and competence, and will stimulate their joy in learning.

5. Well-lit and dimly-lit areas in the classroom

Some children learn best in bright light,

but others do significantly better in low light. Bright
light actually makes some students restless and
hyperactive. As suggested by Shalaway (2020),
allow students to sit where they feel most comfortable,
or try placing fidgety children in low-light areas Source: Primary (n.d.)

and listless children in brighter areas.

CLASSROOM SET- UP AS MANDATED BY

THE DEPARTMENT OF EDUCATION

As emphasized in DepEd Order No.47 or Omnibus Policy on Kindergarten

Education, in terms of the setting up of the physical environment, there is a
need to anticipate for individual, small group, and whole group activities
among students, and allow for teacher and student-initiated activities as well.
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It is believed that through group activities, children learn how to work with
others, share, negotiate, resolve conflicts, learn self-advocacy skills, practice
decision-making skills, move at their own pace, discover their own areas of
interest, and ultimately fully engage in their individual interests and choices.
Below are some of the identified considerations mandated by the Department
of Education particularly in DepEd Order No. 47 (2016) when setting up a
classroom for kindergarten.

I. Classroom

a. Size
a.1 The standard classroom size is 7m x 9m.
a.2 All schools must allocate a classroom exclusively for Kindergarten
with 1:1 teacher-classroom ratio.
a.3 All Kindergarten classrooms must be located on the ground floor,
and must be next to the nearest entry and/or exit access points.

b. Furniture and Equipment

b.1 The following are the minimum requirements:
5 tables and 30 chairs
1 set of teacher’s table and chair
1 open shelf for the manipulative toys
1 open shelf for storybooks
1 unit Kindergarten cubby
1 unit ceiling fan
2 units wall fan

b.2 The technical specifications of basic school furniture specifically designed for
Kindergarten are found in DepEd Order No. 93 s.2009: Enclosures 4.1 - 4.6.

b.3 The mounting of a clean multifunction blackboard or white board

should consider the eye level and reach of the children.

b.4 Water, sanitation, and hygiene facilities such as toilet, bathroom, and hand
washing facilities must be suitable to the height of Kindergarten children.
Installation of the toilet bowl should be such that 5-year old children can sit
comfortably on the bowl with both feet touching the floor, and installation of urinal
for the boys should be such that 5-year old children can stand comfortably with both
feet touching the floor. Water facilities and lavatory should be made available in
every classroom.

b.5 Proper and adequate lighting (natural and electric lighting), and
ventilation for a 7m x 9m classroom, should have at least two (2) 40-watt
fluorescent lamps, and one (1) wide window (2010 Educational Facilities
Manual).

b.6 Emergency equipment and tools should be present inside the classroom
(e.g., fire extinguisher, flashlight, and whistle), as well as a medical kit (e.g.,
bandages, gauze, antiseptic solution, and basic medicines).
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c. Activity Corners (2010 Educational Facilities Manual)
c.1. Personal Care and Grooming
- mirror, comb, towel, toothbrush, soap, toiletries, nailcutter,
tissue paper, etc.

c.2. Language Arts Corner

- books (i.e., picture story books, picture concept books, wordless books,
science/nature books, Filipiniana, student- or teacher made books), and
other reading materials displayed on open shelves
- area should be covered with mat or carpet, have pillows and small stuffed toys

c.3. Sensory-Perceptual and Numeracy Skills Corner

- Science and Mathematics Corner (e.g. magnifying glass,
counters, beads, number cards, nature tables, etc.)
c.4. Motor and Creative Development Corner
- percussion instruments (e.g., tambourine, castanets,
xylophone, wood block, etc.), open-ended materials (big blocks,
small blocks, clay, etc)

c.5. Work Area / Activity Area

- tables, chairs, art and school supplies

c.6. Dramatic Play / Free Play Area

- household play items, costumes or dress me up items, etc.

II. Play Area

To support the development of their physical and motor skills, as well

as improve their concentration and attention, kindergarten learners should
have daily access to ample outdoor space with a minimum lot area of 360
square meters. This would allow them to run, walk, climb, jump, hop,
skip,slide, creep, crawl, swing, or throw and catch. The outdoor environment
should have a balance of sunny and shaded areas, and it should be clean,
safe, and well-maintained. Playground equipment such as, but not limited to,
balance beam, swing, seesaw, monkey bars, sand and water play equipment,
simple obstacles, and slides are recommended.

For more details on learning space and environment, you may check
DepEd Order No. 47, s. 2016 or the Omnibus Policy on Kindergarten
Education.

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SAMPLE CLASSROOM LAYOUTS

Source: pinterest.com

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 Source: pinterest.com (n.d.)

Source: ASCD (n.d.)

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 According to Kaser (n.d.), a well-arranged classroom environment is
one way to more effectively manage instruction because it triggers fewer
behavior problems and establishes a climate conducive to learning. In order
for the children to better understand what is expected of them both
academically and behaviorally, children should be provided with routines.
Moreover, it is important to note that the classroom should be organized to
accommodate a variety of activities throughout the day and to meet the
teacher’s instructional goals (Savage, 1999; Weinstein, 1992, cited by Kaser,
n.d.).

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