Small groupBig Learning:

Learning Centers

Dr. Rebecca Isbell

Early Childhood Professor and Author
Web Site: drisbell.com

References for this workshop:

Isbell, R. The Complete Learning Center Book (revised ed.). Beltsville, MD: Gryphon
House Publishers. Basic book for developing centers with CD of parent communications and
webs.
Isbell, R., & Exelby, B. Early Learning Environments that Work. Beltsville, MD:
Gryphon House Publishers. Inspired by Reggio Emilia schools and adapted for US and Canada.
Isbell, R., & Isbell, C. The Complete Learning Spaces Book for Infants and Toddlers.
Beltsville, MD: Gryphon House Publishers. Created especially for those working with very
young.
 1

Many Reasons to Use Centers with Children

 Young children learn best in an active and cleaning up during the

hands-on environment. development of centers.
 Children are given choices, to help  Literacy is enhanced with books, print,
them become better decision-makers. and “writing”.
 Language is developed as children talk  Developing social skills through
about what they are doing and interact meaningful play episodes.
with others.  All children can be successful and
 Children develop empathy as they take work at their levels
on the roles of others and experience  Problem solving is used in purposeful
their concerns. situations in centers.
 Symbolic representation is used as  Relates to their world and experiences.
they make objects stand for real things,
providing a base for reading and
writing, which uses symbols.
 Cooperative play is encouraged as Theory-Based Practice
children take turns and work together
The theories of Piaget, Vygotsky, and
in multi-age groups.
Erikson emphasized the importance of
 Skills are used in important activities play in the development of young
that children enjoy and find children. Current research by Frost, Fein,
meaningful. Yawkey, Gardner, Pellegrini, Butler,
 Persistence on task is enhanced, as Smilansky, and many others have clearly
children work on activities that interest demonstrated that centers can have a
them. positive influence on the development of
 Functional writing opportunities are language, social skills and cognition of
provided in meaningful center young children who participate in these
activities. environments.
 Creativity is encouraged through open- Teachers have observed that when
ended activities and props. children choose to participate, they
 Children of different abilities can work become engaged in the activity. They are
within centers and be successful at not only learning; they are excited about
their level. the possibilities that are offered. The
 Centers provide teachers a time for early childhood teacher can facilitate this
observing children’s development, learning, by providing centers that are
while they are participating in appropriate for the children in the
activities. classroom, and that enrich their world.
 Responsible behavior is encouraged by
building props, returning materials,
 2

Teacher’s Role when including Centers in ECE Classroom

Selecting the Centers that match the developmental level, interest, and experiences of the
specific children in the classroom.

Designing the Center including layout, materials included, lighting, furniture, and other
environmental aspects.

Collecting the additional materials, items, and theme related equipment for making the Center
interesting and “real”.

Establishing a routine for selecting the Centers and helping children with making these choices.

Becoming a “play tutor” when needed but taking a minor role and moving out of the play as soon
as possible.

Be a floater. This means the teacher is moving around the centers, observing what is working,
assisting when needed, and noticing what learning is occurring with specific children.

Talk with the children during choices, and when they have finished Center Time. This reflection
helps children recognize their center involvement is important and of interest to teacher and
peers.

Review how the Centers are working, which ones need new spark, and when a Center should be
closed for renovation.

The best observations of learning are documented during Center time. These demonstrate real
learning and use of the skills in meaningful activity.

Red Flags that Centers are not working!!!

Children are not excited about going to a specific Center.
Low Level of play: exploration or manipulation of materials.
They don’t know what to do in the Center.
Don’t understand the management system: choices, making changes, or clean up
responsibilities.
Don’t have anything to share about their involvement in the Center during reflection.

Time for a change or renovation!

 3

Hints for Successfully Designing

Centers for Young Children

 Select Centers that match the interest and experiences of young children in
your specific classroom.

 Sufficient time (30 – 50 minutes) is needed for children to actively engage in

the Center.

 Use choice board for visual connections to oral language

 Rotate materials and props in and out of the Center, to sustain interest.

 Design the Center, so it is self-directed and self-motivated.

 Introduce the new Centers, by providing: field trip, books, classroom

visitors, interesting props, and “Grand Opening” of a new Center.

 Children, can help create props for the Center, building ownership of the
materials.

 Most activities and materials should be open-ended, providing many creative

thinking opportunities for the children.

 Literacy materials should be included in every Center and relate to the theme
of the area.

 Visual boundaries help identify the space where the Center activity is to
occur and the materials contained there.

 Reflecting on the Center: opportunity should be provided for talking about

“what they did” in Centers.
 4

Designing the Essential Library/Literacy Center

Every early childhood classroom should have a Literacy/Library Center. The
following list includes elements that draw children to the Center and encourage
literacy.

There is a special feature that draws the children to the library: tree, bathtub, bunk bed,
tent, canopy, couch, etc.

A collection of books are included that are the appropriate developmental level of the
children in the classroom.

Books are displayed, so children can see covers and make selections easily.

A variety of printed materials are available: children’s magazines, big books, class-made
books, “mini” page for newspaper, etc.

There are private and cozy spaces that are accessible to read independently or with
another child.

Soft, cuddly animals are available for snuggling during reading.

Pillows, beanbags, lawn chair pillows, or small baby mattresses are provided for
comfortable, movable seating during “reading.”

Books read in circle-time are added to the Library Center each day.

The Center is well lit, and a variety of lighting is used: floor lamp or clamp-on light.

Boundaries are established that separate the library from other activities in the classroom.

Taped books and a cassette player are available for children to use in the Center.

Flannel board, story boxes, and tape recorders are included in the Center for children to
use in retelling. (Comprehension Check)

Books are changed monthly with old favorites left and new literature added.

Library Centers connect young children to books and meaningful literacy

experience
 5

Reflecting on Centers
Young children need to talk and share about their Center activities. This
opportunity provides a way for them to build communication skills, present their
ideas, and build their focus on the play/project.

Some ways that will encourage this reflection:

Return to circle to share activities with the group and teacher.

Keep a journal of words are drawings that illustrate what they did in Centers. This
builds the value of their work and inspires other children’s possibilities.

Create a chart that children can record the Center they worked in each day. This
will help both the child and teacher recognize a pattern, preference, or avoidance.

Discussion can lead to collecting new props are making new items to include in the
Center that follows the child's or groups interest.

Centers are for All children!

Open ended materials
Flexible opportunities
Learning together
Successful experiences
Observing use of social skills
Problem solving
Peer tutor and learning
Working with diverse people
Being a part of a community
 6

Literacy Connections in Every Learning Center

 Open shelves with clear labels

(pictures and words) should be  A variety of props, to encourage
included, so children can relate the writing, are needed: computer paper,
concrete objects to the symbols. This dry erase boards, pads of paper,
organization also allows children to stationery, chart paper, blackboard,
develop independence, because they can notebooks, appointment books, order
select and obtain the materials they need. forms, note cards, journals, etc.

 Add printed materials that relate to  Reference materials that relate to the
the Center, such as: Children’s books, area are an important literacy
reference materials, child-made books, connection. For example: “how things
and magazines. Theme specific print work” book, cookbook for restaurant,
should also be in the Center: phone book dictionary for writing Center, book of
in the florist shop, menus in the animals that live in the forest (camping
restaurant, appointment book in the Center), first aid brochure for hiking trip,
fitness Center, library card in the reading plant books and catalogs for the
area and animal care brochures in the pet gardening Center.
shop.
 Demonstration of literacy materials:
 Environmental print should be added When Centers are opened and
to the Center, to encourage “reading introduced during group-time, be sure to
and writing” words that exist in the include some information about the
world outside the classroom. Examples: literacy materials in the Center. For
STOP, CLOSED, EXIT, SALE, DRIVE example: the prescription form in the
THROUGH, PIZZA, etc. doctor’s office or repair manuals in the
“Fix-It Shop.”
 Different types of writing tools may be
included, such as: pencils, chalk, magic  Centers can be designed that focus on
markers, typewriter, colored pencils, a “book related theme” where several
stamps and stamp pad, tape recorder, and books are used as the inspiration. Some
slate board. that work effectively are “Long Ago,”
“Toy Center,” or “Night Time.”
 Learning Centers should contain signs
and posters that relate to the area.  Author/illustrator Center: A special
“Doctor’s Office Hours,” “No Center that stimulates interest in literacy
Smoking,” “Telephone,” “Enter Here,” can feature a children’s author. Books by
“Sign In,” “Store Hours,” a chart for this author are read, shared, and writing
washing hands, a recipe for pizza dough, is encouraged in this area.
directions for using story tapes, etc.
“Literacy opportunities should be included
in every Center and throughout the
classroom.” R. Isbell
 “From the very beginning of his education the child should
experience the joy of discovery.”
Alfred North Whitehead

Play Today
Author Unknown

You say you love your children,

And are concerned that they learn today?
So am I – that’s why I’m providing
A variety of kinds of play.
You’re asking me the value
Of blocks and other such play?
Your children are solving problems.
They will use that skill every day.
You’re asking what’s the value
Of having your children play?
Your daughter’s creating a tower;
She may be a builder someday.
You’re saying you don’t want your son
To play in that “Sissy” way?
In Housekeeping, he’s cuddling a doll;
He may be a father someday.
You’re questioning the Learning Centers;
They just look like play?
Your children are making choices;
They are thinkers who will be on their own someday.
You’re worried your children aren’t learning;
And, later they’ll have to pay?
They’re creating important foundations
For, important concepts begin at play.