First Class Pre-K Classroom Guidelines | 2023 - 2024
2
STATE OF ALABAMA
DEPARTMENT OF EARLY CHILDHOOD EDUCATION
First Class Pre-K
Classroom Guidelines
2023-2024
Adjustments or modifications to Office of School Readiness Classroom Guidelines may be made at the
discretion of the Secretary of the Alabama Department of Early Childhood Education.
First Class Pre-K is a high-quality program of excellence that is continually improving.
All suggestions are welcomed, and changes needed to refine processes are ongoing.
Table of Contents
High Quality First Class Pre-K 2
Classroom Environment 3 - 9
Classroom Community 10 - 12
Discipline and Behavior Management 13 - 17
Planning, Teaching, and Learning 18 - 22
Gross Motor and Outdoor Play 23 - 24
Work Cited 25
First Class Pre-K Classroom Guidelines | 2023 - 2024
2
High Quality First Class Pre-K
Alabama’s state funded First Class Pre-K program has been awarded the highest quality rating by the
National Institute for Early Education Research (NIEER) for the past seventeen years. The Office of School
Readiness (OSR), which administers the First Class Pre-K program, is dedicated to working with pre-k
programs statewide to ensure Alabama’s four-year-olds have access to high quality learning experiences
that prepare them for future school success. OSR works with classrooms to promote those high quality
experiences in Alabama.
The Alabama Department of Early Childhood Education (ADECE) works with First Class Pre-K programs
to ensure the state’s plan for expanding access to high quality pre-k is effectively implemented. The ADECE
provides professional development trainings for both lead and auxiliary teachers throughout the year. In
addition, First Class Pre-K coaching will be provided for continuous improvement of effective teaching
practices, opportunities for teacher self-reflection, and joint goal setting between the teacher(s) and the
Region Coach. The department’s expectations are that provided trainings, coaching, and opportunities for
professional growth will contribute to a teacher’s acquisition of high-quality developmentally appropriate
teaching practices. If one year in a grant cycle has transpired without a teacher showing satisfactory
progress towards quality instruction based on coaching observations, child assessment results, and
adherence to both program/classroom guidelines, the program may be defunded unless said teacher(s) are
replaced.
All Alabama First Class Pre-K classrooms should use ORS funding to purchase copies of the
Alabama Standards for Early Learning and Development (ASELDs). The Alabama Standards
for Early Learning and Development (ASELDs) are a critical component of the state’s early
childhood system and offer a unified vision for responsive and developmentally appropriate,
relationship-based learning experiences for all of the state’s young children, birth to age 5. The
ASELDs offer a set of shared expectations for young children’s growth and development and
provide a continuum of learning for all children, birth to age 5. They lay the foundation for what
children should be able to know, do and learn at age specific intervals. The ASELDs are intended
to guide professionals’ intentional and purposeful practices with children, build connections with
K-3 partners, enhance family relationships, support pre- service students’ learning, and inform
the design of professional development plans for those who are working in the field and for those
who attend high school and vocational schools. The Standards reflect the states’ quality initiatives
and extend the community’s understanding of the way in which young children develop and learn.
First Class Pre-K Classroom Guidelines | 2023 - 2024
3
CLASSROOM ENVIRONMENT
Refer to the Alabama Standards for Early Learning and Development (ASELDs) for environment and
material suggestions across domains.
“A preschool learning environment includes outside spaces, indoor places, and everything in between—toys,
learning materials, wall displays, and equipment. It also includes the children and adults who interact in
these spaces. A well-planned environment reflects the culture, home language, and interests of all children
and their families. The learning environment has an important impact on children’s efforts to build
relationships, play and learn, eat, and rest” (Cairone & Mackrain, 107).
The social environment - schedules, responsibilities, expectations, and routines - works in tandem with the
physical environment - materials, displays, learning areas, furniture, and maintenance - to create a positive
and supportive learning community.
Displays and Bulletin Boards
1. Should be placed at the children’s eye level. Children should be able to see and interact with what is
displayed.
2. Should reflect the current theme, study or topic (i.e., projects completed and displayed in December
are not appropriate in the spring).
3. Should reflect the children’s interest and their creations.
4. Should provide opportunities for children to choose what they display or exhibit.
5. Each child should have their own labeled and defined “space” for displayed work. The display of
children’s work should not be limited to this area.
6. Should be primarily child- or teacher-created materials rather than commercially purchased.
Displays and bulletin boards should have a purpose; for instruction, for classroom interaction, or to
exhibit children's current work.
7. Displays should include but are not limited to charts, graphs, experience stories, teacher/child
dictation, daily news, questions of the day, etc. These displays should be meaningful, timely and
relevant to current and/or recent themes of study. These displays should be rotated on a regular
basis. Environmental print and symbols such as logos, maps, and photos from the surrounding area
and local community are suggested. If a site has the available space and chooses to display a Word
Wall, it should be a very simple version. All words should be accompanied by a picture. The inclusion
of “sight words” in a word wall is not aligned with developmentally appropriate practice (DAP).
8. Display photographs of the children, their families and the community. The display can include
bulletin boards, class books, digital photo frames, screen savers, etc.
9. Model correct spelling, punctuation, print conventions and handwriting.
10. Should be replaced as they begin to look faded or worn. Torn posters and art should be removed and
replaced with fresh items.
11. Use the “less is more” approach when creating displays. Teachers should be cognizant that children
with ADHD and children under the autism spectrum may become overwhelmed in a “busy”
environment.
12. Use pictures and symbols as well as words.
13. Use large upper and lower-case block letters and consistent forms and colors of print.
First Class Pre-K Classroom Guidelines | 2023 - 2024
4
Responsibilities and Jobs
1. As part of the process of building a classroom community each child should have an assigned a job.
2. Jobs should be rotated daily or weekly to ensure children have the opportunity to participate in all
classroom responsibilities.
3. A classroom helper/job chart should be displayed near the whole group area and referred to
throughout the day.
4. Job assignments should be consistent, inclusive, and fair.
5. Jobs should not be used as a reward or punishment.
6. Children should be involved in deciding which jobs are needed to make the classroom community
run smoothly.
7. Children should understand the responsibilities of each job and their importance to the classroom
family.
8. Using photographs of children performing the jobs is an appropriate way to create the job chart.
Other templates or commercial photographs are acceptable.
9. Your coach can provide suggestions for job titles as well as sources for graphics and clip art.
10. Explicitly teach jobs at the beginning of the year so children are familiar with the job terms and
responsibilities. This process takes time and planning, but it is time well spent. After the initial
lessons, each child teaches the next child who will serve in that position.
Picture Schedule
1. Classrooms are required to have a labeled daily routine picture schedule with words posted near the
whole group area.
2. Photos of the children in various activities are ideal; commercial or teacher made photos are
acceptable.
3. Include daily activities and routines; add special events or weekly activities as appropriate.
4. Children should consistently participate in monitoring the schedule (such as “moving the clothespin”
to the next activity) and discussing the daily plans.
5. It is not necessary to include “clock times” in the picture schedule. The purpose of this schedule is to
provide the children with a visual chronological reminder of the pre-k day.
Physical Environment
1. Safety practices must meet Alabama Department of Human Resources (DHR) regulations.
2. Learning materials and furnishings should be well-maintained and cleaned on a regular basis. Worn
rugs and furnishings should be replaced. “Well-organized, equipped, and maintained environments
support program quality by fostering the learning, comfort, health, and safety of those who use the
program” (Cairone & Mackrain, 126).
3. The classroom must be carefully arranged to allow the appropriate supervision of all students at all
times and the First Class Pre-K (FCPK) monitor/coach will assist as needed.
4. The classroom should be clean, organized, and free from noninstructional clutter.
5. Teacher areas should be clutter free and must not intrude on children’s workspace. Teachers must
be mindful of their workspace and maintain the area in a way that sets a good example for children.
Teacher desks/filing cabinets are not recommended in FCPK to ensure a student-focused
environment.
First Class Pre-K Classroom Guidelines | 2023 - 2024
5
Learning and Free Choice Areas
1. Area arrangement should be thoughtfully planned, clearly defined, identified with some sort of label
or sign, and accessible to all children. “Children are less likely to run and get in each others’ way if
traffic paths go around interest areas rather than from one end of the room to the other” (Cairone &
Mackrain, 125).
2. Quiet and noisy areas should be separated so they do not interfere with or distract from adjacent
areas. “Children are more likely to get involved in play and learning if they are not distracted by
activities in other areas” (125).
3. Shelves and storage bins should be labeled with words and photographs/pictures to support easy
access and independent clean up.
4. Children should be introduced to each center gradually (see Section II, Classroom Management).
5. Routines and procedures for the care, cleaning and use of all classroom materials should be explicitly
taught, modeled, and practiced.
6. Begin the year with the minimum amount of required materials and add more as routines and
procedures are established.
7. Rotate and adapt materials as needed for themes, seasons, and/or as children’s interests change.
“Remove materials and toys the children are no longer using and offer new items to provide fresh
experiences and challenges” (Cairone & Mackrain, 118).
Required Areas in Each Classroom
*For a comprehensive list of required materials refer to Appendix P of the Program Guidelines
Safe Place
“Offering safe, relaxing places for children to observe and take a break from noise and activity helps children
build a sense of security. Once children feel relaxed and ready, they can return to group play. When children
feel tired or overwhelmed, they may benefit from withdrawing from the noise and action for a while”
(Cairone & Mackrain, 122). This area is important because it gives the child the power and the opportunity
to learn how to self-regulate. This area is focused to support one child at a time. This area is established in a
visible, and accessible area of the room. The area should contain soft furnishings, books, writing materials,
sensory materials and quiet puzzles or games. This area can be used to support children in times of big
feelings. The safe place is not a time out (like some of us have experienced in terms of punishment). It is a
safe environment where children go to learn how to handle big emotions. This area of the classroom should
be used as a teaching tool that teaches children that big feelings come, and that’s okay. When feelings of
anger, sadness, frustration, too much excitement, etc. come, we have tools to help us handle the emotion in
an appropriate way with the help of a teacher to co-regulate big feelings. Use and purpose of the Safe
place should be explicitly taught, modeled, and practiced. Coaches are available to help with
specific questions and support of appropriate usage of the Safe Place. This area should not
be used as a punitive space.
Art Area
Refer to the ASELDs, pages 171-182, for additional information on Creative Arts.
This area should be near a water source with ample space for exploration. Materials should be stored on
open shelves in containers that allow for easy access and clean up by the children. The Art Area is intended
for free exploration and to encourage creativity by the children, not for dictated craft activities.
First Class Pre-K Classroom Guidelines | 2023 - 2024
6
A variety of materials should always be available including 3-5 components from each of the categories
below:
1. Books about colors, shapes, art, artists, creativity
2. Drawing materials: crayons, washable markers, pens, pencils, colored pencils, chalk, and various
types and sizes of paper
3. Tools: glue or paste, scissors, tape/dispenser, hole punch, stencils, stapler, rollers, stamps and cookie
cutters for play dough
4. Paints (minimum of 4 types): finger paint, tempera paint, watercolors, dot paints, roller paints,
glitter paint. The area should also include a double-sided easel, paint cups, art aprons, and various
size brushes and sponges. The easel should be set up and available for daily use once procedures
have been taught at the beginning of the year.
5. Three-dimensional materials: playdough or clay, wood pieces, foam pieces, buttons, cardboard,
tubes, small boxes, craft sticks, chenille strips, egg cartons, found objects
6. Collage materials: felt and fabric remnants, yarn/string, cotton balls, pom-poms, sequins, glitter,
feathers, ribbon, wallpaper samples, wiggle eyes, lace, stickers
ART
CRAFT
Creative, unique, original
Similar or identical to other children’s
Comes from within the child
Directed by an adult
Open-ended, end results unknown
Direction-oriented resulting in end product
Process is valued over end product
Finished product valued over process
Allows for self- expression
Copying and imitating expected
Fine Motor and Manipulatives Area
Refer to the ASELDs, pages 188-189, for additional information on Fine Motor Development.
“Fine motor development progresses slowly during the preschool years but can be fostered by providing
ample opportunities, appropriate tools, and adult support” (Copple & Bredekamp, 119).
A variety of materials should always be available including 3-5 components from each of categories below:
1. Small building toys: interlocking blocks, Lincoln Logs, small table blocks, unifix cubes, bristle blocks,
tinker toys, magnetic blocks
2. Manipulatives: various sizes, shapes and colors of beads and laces, lacing cards, pegs/peg boards,
pattern blocks, zip/snap/button toys, gears, snap blocks, links, nuts and bolts, pop beads, Mr. Potato
Head, train tracks, tweezer activities
3. Puzzles: puzzles in frames, puzzles with/without knobs, puzzles without frames such as jigsaw
puzzles and floor puzzles; puzzles of varying degrees of difficulty should be available
First Class Pre-K Classroom Guidelines | 2023 - 2024
7
Listening Area
The Listening Area should be in a quiet area of the room and should be conducive to comfortably sitting or
reclining. This area should include a CD player/listening device, headphones, and recorded stories/books.
Children should be explicitly taught the procedures to independently operate and care for the equipment.
Music and Movement
Refer to the ASELDs, pages 174-177, for additional information on Music, Movement, and Dance.
“Most young children are uninhibited, enthusiastic performers and lovers of music and movement, both of
which enrich children’s lives and learning in many ways” (Copple & Bredekamp, 177).
This area should include the following:
1. Home-made or commercial instruments (enough that each child has one for whole group
experiences), dance props such as scarves, ribbons, streamers, hats, tutus, shakers
2. A variety of CD’s (minimum of 10) or the equivalent of 100 songs including songs from other
countries, languages and cultures
3. Access to a CD player/music source separate from the Listening Area
Block Area
The Block Area should have enough floor space for a minimum of 3 children to be able to independently
build large structures. The blocks should be plentiful, organized using a minimum of 2 shelves, easy to
access, and located in a space that is out of the traffic flow.
This area should include the following:
1. Unit blocks and large hollow or homemade blocks
2. Accessories such as small vehicles, multi-cultural people figures, career people figures, traffic signs,
animals
3. Books about architecture, construction, buildings, transportation, etc. and pencils and paper for
planning
4. A large rug or carpeted area is required, for many classrooms the whole/large group area is the
ideal location for the Block Area
Dramatic Play
Refer to the ASELDs, pages 178-181, for additional information on Drama and Acting.
“Research shows that pretend play strengthens cognitive capacities, including sustained attention, memory,
logical reasoning, language and literacy skills, imagination, creativity, understanding of emotions, and the
ability to reflect on one’s own thinking, inhibit impulses, control one’s behavior, and take another person’s
perspective” (Copple & Bredekamp, 132).
The Dramatic Play area should be large enough for at least 3 children to engage in self-created make-believe
play and should include the following:
1. Books about families, food, and occupations as well as phone books, catalogs, real estate books,
menus, note pads
2. Play kitchen set with dishes, pots, pans, eating and cooking utensils, food containers, plastic food
sets, measuring implements, bowls, placemats, and paper napkins, telephones/cell phones
3. Other home props (minimum of 3): broom, mop, vacuum cleaner, ironing board/iron, stroller,
shopping cart, etc.
4. Dolls (multicultural), doll clothes, doll furniture, and unbreakable mirror
5. Dress up clothes including community helpers, multicultural attire, generic attire, and costumes
First Class Pre-K Classroom Guidelines | 2023 - 2024
8
6. Gender specific (male and female) props such as shoes, hats, purses, wallets, scarves, dresses, ties,
jackets
7. Occupational props (minimum of 3): toolbox/tools, workbench, safety goggles, luggage, doctor kit,
cash register, computer keyboard, receipt books
8. Theme related props for transforming the Dramatic Play area into imaginative play environments
such as fantasy (capes, hats, wands, costume jewelry), seasonal (scarves, mittens, raincoats,
umbrella), beauty shop, camping, pet store, doctor office, department store, restaurant, etc.
9. The Dramatic Play area can be enhanced with “found” objects such as a real mixer, iron, or hair dryer
with the cord removed, keys, phones, purses, baskets, shopping bags, etc.
Sensory and Discovery Tables or Bins
The Sensory area allows children the opportunity to manually experiment with a variety of materials,
including but not limited to sand and water. Children should have the opportunity to dig, scoop, pour, and
naturally compare and measure materials of different texture, volume, and weight.
This area should include the following:
1. Plastic tubs or tables with covers are appropriate
2. Examples of materials that can be changed out periodically/seasonally include sand, water, fake
snow, ice, soil, colored water, plastic chips, paper shreds, seasonal/holiday objects
3. Cups, funnels, shovels, scoops, containers, magnifiers should be available
Writing Center
Refer to the ASELDs, pages 166-169, for additional information on Emergent Writing.
The writing area is separate from the Art Area. This area should be located in a space that allows for
exploration of the following materials:
1. Pencils, markers, crayons, chalk/small chalkboards, dry erase markers/dry erase boards, clipboards,
stamps/stamp pads, hole punch, tape, stapler, stencils, scissors, glue, keyboards, rulers, stickers
2. Variety of papers, notepads, order forms, word cards, name cards, environmental print, catalogs,
“junk mail”, holiday or greeting cards, thank you cards, invitations, envelopes
3. Writing materials (paper and pencils) should be available in all required areas
4. Alphabet books, picture dictionaries
Reading Area/Library
Refer to the ASELDs, pages 158-165, for additional information on Emergent Reading.
The Reading Area should be in a quiet section of the room with comfortable furnishings. It should include
the following components:
1. A minimum of 36 books in the classroom library and/or other learning areas, representing the
following genres/categories: concept books (ABC, number, shapes, rhymes, alliteration), picture
books, wordless picture books, people, predictable books, animals, fantasy, realistic fiction,
multicultural, fairy tales, Caldecott winners, pattern books, biography, nature/science,
poetry/nursery rhymes, abilities, classics, and theme-related books.
2. Class-made books should be created and displayed on a regular basis.
3. The Reading Area should include comfortable furnishings such as beanbag chairs, small chairs or
small sofa, pillows or cushions and a small rug. A minimum of one “face-out” display storage is
required for visibility and easy access to books. Additional books should be organized in baskets or
bins by themes or genres. Children should be taught the procedure for choosing, enjoying, and
returning books. Books should be rotated on a regular basis.
First Class Pre-K Classroom Guidelines | 2023 - 2024
9
4. The Reading Area should include additional language materials/props: puppets, felt/flannel board
story characters and stuffed animals.
5. Related/appropriate books should be available in the following areas: Dramatic Play, Block, Writing,
Science, Art, and Math.
Science/Nature Area
Refer to the ASELDs, pages 100-109, for additional information on Science Concepts.
“Recognizing preschoolers’ curiosity about the world around them, teachers focus on the uses and processes
of science in children’s everyday lives. They provide interesting experiences and materials that convey key
scientific concepts (e.g., weight, light, cause, and effect), as well as skills (e.g., predicting, observing,
classifying, hypothesizing, experimenting, communicating)” (Copple & Bredekamp, 173).
1. Materials should include examples of life science/nature, physical science, and earth science: at least
one living item such as a plant, fish, hermit crab, etc.
2. Materials should be rotated, refreshed, and updated as the children’s interests change.
3. The area should include collections of natural objects: seeds, rocks, seashells, leaves, acorns, etc.
4. The following tools are required: magnifiers, measuring devices, balance scales, linear measuring
devices, pipettes, magnets, tubs for sink/float, plastic trays for sorting, graphing charts, pencils, and
paper for recording data.
5. Minimum of 4 of the following should be rotated: “feely box,” work bench and tools, puzzles, plastic
insects/animals, color paddles, maps, prisms, ramps, and balls.
6. A teacher-directed science activity should occur at least once a week.
7. Reference books related to themes or seasons should be available.
Math Area
Refer to the ASELDs, pages 123-144, for additional information on Mathematical Thinking.
“Teachers recognize children’s interest in making sense of their world with mathematics. They build on
children’s intuitive, informal notions and encounters relating to math, making a point of supplying
mathematical language and procedures. In other words, teachers ‘mathematize’ children’s everyday
encounters” (Copple & Bredekamp, 171).
Some classrooms may choose to combine the math and manipulative areas due to space limitations. This is
acceptable as long as all the required materials for both areas are in place. A variety of materials should
always be available including 3-5 components from each of categories below:
1. Counting/Numbers: counting animals/blocks, bingo game and chips, dominoes, counting games,
magnetic numerals, unifix cubes, number/numeral puzzles, clocks, number books, tangrams, etc.
2. Patterns: pattern cards and blocks, unifix cubes, beads and strings, attribute blocks, tangrams, etc.
3. Measuring: unifix cubes, chain links, wooden cubes, 1inch tiles, digital clocks, balance scale, tape
measure or ruler, etc.
4. Geometry: pattern card blocks, shape puzzles, lacing shapes, geo-boards, parquetry blocks, magnetic
shapes, etc.
5. Data and Graphing: sorting trays and items to sort, measuring devices, variety of laminated graphs,
“hula hoops” for Venn diagramming, pencils and paper for data recording, etc.
6. Math theme books (shapes, patterns, numbers, counting, comparison, etc.)
First Class Pre-K Classroom Guidelines | 2023 - 2024
10
CLASSROOM COMMUNITY
Refer to pages 37-78, of the ASELDs for additional information on Relationships and Connections.
A well-managed and inclusive classroom supports constructive and positive relationships and discourages
inappropriate behaviors. The goal is to help children develop self-regulation and autonomy. Creating this
environment is a shared responsibility of the lead and auxiliary teacher, the director, and all staff members
(food service, custodial, special area teachers, volunteers, etc.) who work with the pre-k child in the First
Class Pre-K classroom.
Families and Communities
“When early care and education providers and families work together to share information, plan together,
and support the child’s abilities, needs, interests, and progress, children are more likely to succeed in school
and life” (Cairone & Mackrain, B11).
It is powerful for children to see the important adults in their lives working together to support their
development. Teachers serve as an important early education resource for the community. Opportunities
for volunteering and enrichment workshops should be offered monthly.
Regular school-home communication (i.e., notebooks/folders, newsletters, emails, conferences, phone calls,
etc.) should be provided in family’s preferred communication mode. The family’s and teachers’ educational
goals for the child should complement each other. Teachers should be mindful of what is shared with
families in the form of daily/weekly notebooks or folders. This is an opportunity to focus on positive
accomplishments, encourage review and discussion of daily school activities, and to share parenting
resources. It is not best practice nor appropriate to incorporate a daily behavior log for each child. This time-
consuming practice is an ineffective tool in the attempt to change undesirable behaviors. Preschoolers are
not developmentally capable of making the desired connection between their misbehavior and a behavior
chart sent home at the end of the day or the week. There are times this method may be utilized for a child as
part of a formal behavior plan put in place after conferencing with the family under the guidance of a local
behavioral specialist. Teachers are encouraged to use a variety of strategies to connect and encourage all
families to participate in their children’s experiences, keeping in mind what works for one family may not
be beneficial to another family. “Ongoing communication helps relationships to grow and helps prevent
misunderstandings that stem from miscommunication” (Cairone and Mackrain, 181).
Parents/families are viewed as partners and recognized as their child’s first and most important teacher;
this includes opportunities for parental input into education. Staff should show respect for diversity within
and among families.
Building a Classroom Family
“Caring relationships are fostered through nurturing practices, and are the basis for building a safe, strong,
and caring community in which everyone is accepted, secure, and ready to learn and have fun” (Cairone &
Mackrain, B11).
Classroom routines and procedures should be explicitly taught, modeled, and practiced. Learning Areas and
materials should be gradually introduced taking great care to teach all expectations. Routines, procedures,
and expectations should be regularly reviewed and practiced. Your Coach can support and guide you
through this process.
Children should learn to communicate appropriately and work through peer conflicts. Teachers should
model desirable behaviors such as negotiating, sharing, and learning from mistakes. Help children practice
solving challenging situations by using role-play. Teachers should always speak to children in a pleasant
tone, using words that convey caring and respect (Cairone & Mackrain, 143-144).
First Class Pre-K Classroom Guidelines | 2023 - 2024
11
Teachers should be aware of and prevent, if possible, potential conflicts over materials and supplies by
regularly observing which toys, materials and books are most popular. “Young children often want to play
with the same toy as their friends, but they are not developmentally ready to take turns or share. Duplicates
of favorite items minimize disagreements and waiting time” (Cairone & Mackrain, 124).
Teachers should be aware of personality and/or family issues in the classroom. “When teachers are aware of
families’ stressors, they can provide support, patience, and understanding that can alleviate adults’ anxiety
so they can better support their children” (192). Refer to the ASELDs (pgs. 37-44) for additional best
practices promoting respectful and reciprocating communication strategies to engage families.
Classroom rules should be developed as a community, not posted before the children enter the classroom.
“Children are more likely to follow rules they have helped set. When teachers involve children in the rule
development process, children are more likely to understand why the rules are needed. When rules are
simple and there are only a few, children can remember what they are supposed to do” (Cairone & Mackrain,
147). The rules should be displayed in the classroom for continual reference throughout the course of the
day. “Children often forget what constitutes appropriate behavior from one day to the next and from one
situation to another” (147).
Teachers and staff should engage all children in cleanup, transitions, celebrations, and other cooperative
and community building activities. Children and/or families are invited to contribute materials to the
classroom learning areas (books, nature items, “trash to treasure” for the art area, etc.) Accomplishments
should be validated by promoting self-efficacy and confidence in children’s strengths such as, “You figured
out that puzzle by yourself”, rather than external adult approval in statements such as, “I like the way you
put that puzzle together.” “Children who are recognized for effort will make the connection between effort
and improvement and will internalize the value of effort” (140).
“When a child hears a description of the outcome of his behavior he/she is more likely to choose positive
behaviors again in the future. Offering specific comments on a child’s words and actions lets him/her know
that you are aware of, and in tune to what he/she is saying.” For example, “Anna, you took Addie’s hand and
walked her to the swings. Then, you helped her climb up on the swing and gave her a gentle push. What a
kind thing to do for a friend” (214).
Lead and Auxiliary teachers share instructional responsibilities, child supervision, and other classroom
duties. Lead and Auxiliary teachers must interact with the children during Learning/Free
Choice time and Gross Motor time to facilitate children's play and to collect anecdotal notes
for GOLD. “Language skills thrive when children and adults talk regularly with one another” (168).
Lead and Auxiliary teachers work together to plan for the collection of Teaching Strategies™ GOLD®
documentation. Lead and Auxiliary teachers model conversation, cooperation and collaboration throughout
the preschool day. Mutual respect and professionalism is expected in the First Class Pre-K classroom at all
times. Lead and Auxiliary teachers MUST sit with the children during meals and snacks to facilitate
appropriate conversation and to model respect, social skills, manners and healthy nutritional habits. Lead
and Auxiliary teachers should engage in at least one extended conversation with each child every day. Create
a system to remind yourself to invest in positive time with each child. “Young children’s language
development progresses most when they are actively engaged in verbal interaction and teachers encourage
them to extend their comments” (Copple & Bredekamp, 166).
First Class Pre-K Classroom Guidelines | 2023 - 2024
12
Transitions
“When transitions are well planned, and children are not expected to wait for long periods of time, which
is something they are not yet developmentally ready to do, behaviors are more likely to be positive”
(Cairone & Mackrain, 96).
Teachers should minimize wait times with thoughtful planning and preparation:
1. Conduct transitions (hand washing, water breaks, bathroom, etc.) in small groups or individually
when possible. Continually evaluate transitions to see what works well and what could be improved.
2. Transitions are learning opportunities. Use songs, games, finger plays, and other activities to extend
learning.
3. Model and practice how you expect a transition to happen. Give children cues. Establish predictable
routines and consistent goals.
4. Thoughtful scheduling and preparation minimizes the need for unnecessary transitions throughout
the day.
First Class Pre-K Classroom Guidelines | 2023 - 2024
13
DISCIPLINE AND BEHAVIOR MANAGEMENT
“Teaching preschoolers is hard work and can quickly become overwhelming when children’s behavioral
concerns are a problem. There is no one solution or recipe that will ensure every day runs smoothly; however,
there are steps teachers can take to help create a peaceful and inviting classroom, where both children and
teachers feel safe and happy. Creating such places and implementing these practices ensures learning is
happening in each and every moment, and children are gaining the social and emotional skills they need for a
lifetime of success in and beyond the classroom” (Cairone & Mackrain, 5). No form of physical or mental
punishment is permitted. Children should always feel safe and valued in the pre-k classroom. All teacher
interactions with children should support safety and the child’s development of trusting relationships and sense
of security in his/her surroundings. When adults are respectful and nurturing, children can learn the skills
necessary to engage positively with others. “Say and do the things you want the children to say and do” (139,
220). Behavior charts, stoplights, and/or other displays of behavior documentation publicly shame children.
These displays are not developmentally appropriate and shall not be used in any form in the First Class Pre-K
classroom. The child’s development of self-regulation is discouraged by the use of stickers, candy, treasure
boxes, and other extrinsic rewards used for the purpose of singling out children to reward good behavior. These
are not developmentally appropriate and shall not be used in the First Class Pre-K classroom. It is more effective
to reinforce positive behavior by noticing and using immediate, effective verbal acknowledgement that describes
a child’s appropriate words and actions. Teachers are encouraged to invest time and effort in establishing the
critical routines and procedures for all aspects of the pre-k day, increasing the likelihood of success for all
children in the classroom.
For Example:
“Sam, you pushed all the chairs under the table after snack. That was helpful.”
“Mary, you invited Sam to help build a fort with the blocks. You helped her smile.”
“You are standing in line looking ahead with your arms by your side, just like this. Your body is saying you
are ready to go to the playground.
Redirection and Conflict Mediation
Redirection
Redirection shifts a child’s attention from what he/she is currently doing to something safer or something
that is preferable and comes in many forms. Generally, redirection says, “You may not do X, you can do Y,”
or, “You may not do X here, you can do X there or there.” The most important part of redirection is to join
your attention with the child first and then redirect. Below are the same situations handled two different
ways, with the adult joining with the child and without the adult joining with the child.
Redirection requires face-to-face interaction, joint attention, clarification of the boundaries (exaggerated
facial expressions that express “not safe”), and assistance in connecting with the new object. Be certain to
use all four of these components when redirecting. Attention is a whole brain activity. When we redirect a
child’s attention, we are scaffolding their prefrontal lobe development. Helping children develop their
prefrontal lobes is labor intensive for adults. We cannot facilitate prefrontal lobe development by speaking
loudly from across the room.
First Class Pre-K Classroom Guidelines | 2023 - 2024
14
Situation 1: Maya is trying to take the markers to block area to color the blocks prettier colors.
• Example without joining: Teacher says to Maya, “Don’t take the markers to the blocks, color over here
on paper. This is not effective redirection as Maya will continue on her path to make the blocks prettier.
• Example with joining: Teacher says to Maya, “Maya, I see you want to color the wooden block prettier colors.
How can we make the blocks prettier but not change them permanently? Can we color paper and tape it to
the blocks?” By joining in with what Maya wanted, then asking for an alternative solution from Maya and
giving a suggestion.
Situation 2: Aster is visiting Grandma’s house. He’s trying to close a box of tea, diligently working on
figuring out the clasp.
• Example Without Joining: Mom says from across the room, “Aster, leave the box alone. Come in here
and play with this toy I brought you. Aster, look at the toy! It has a switch! Look at the toy. It’s really
fun!”
• Example With Joining: Mom walks over to him, gets down on eye level and notices, “See this little edge
of a tea bag hanging out. What could you do with it that might help the latch close?” Aster pushes the tea
bag in, shuts the box, snaps the latch, and looks right into his mom’s eyes. She celebrates his success and
then pulls out a toy she had brought for him to play with. “Come play with this toy in the living room.”
He takes it and sits down in the living room to explore the new item.
Source: Conscious Discipline – Developing Resilient Classrooms, Dr. Becky Bailey (2015), 141.
Conflict Mediation
Teachers should model and support the “Redirection and Conflict Mediation Process” as children learn to
solve their own problems and conflicts by:
1. Acknowledging the conflict and the feelings of the children;
2. Allowing each child to speak and explain his/her perspective; and
3. Helping the children decide on and implement a solution and plan different ways to behave in the
future.
First Class Pre-K Classroom Guidelines | 2023 - 2024
15
Implementation Tip
“Making Amends – The Playdough Conflict”
Scenario 1: Forced Amends
Alec wants some of Tina’s playdough and takes it. Tina tries to grab the playdough back. Alec pinches Tina’s
arm. Tina screams. The teacher arrives and comforts Tina. Then she “regains control” by putting Alec in a
time-out area. After a few minutes, the teacher lectures Alec on his inappropriate behavior. When done, she
tells Alec, “Now you can go say you’re sorry.” Alec does, but he remains upset because he can only see the
situation from his own viewpoint: Tina wouldn’t share, Tina got Alec in trouble, the teacher embarrassed
Alec by her actions. Alec feels forced into an apology he doesn’t feel. Alec may feel resentment toward Tina,
the teacher, and himself.
Scenario 2: Genuine Amends
Alec wants some of Tina’s playdough and takes it. Tina tries to grab the playdough back. Alec pinches Tina’s
arm. Tina screams. The teacher arrives and comforts Tina, doing a quick triage to make sure there is no
blood. Then she follows this five-finger formula for conflict mediation after acknowledging both children’s
feelings. When children are feeling overwhelmed or facing a challenging moment with the help of the
teacher, the 5 steps below can help children regulate their emotions and bring them back to calm.
1. Make sure all parties calm down, including the teacher, which may or may not involve separating
Alec – not for a time out—but to help him calm down.
2. Help each child say how she or he saw the conflict. Help children agree to each child’s version: “You
saw it this way? And you saw it this way?” (The teacher leads but remains a neutral mediator, not a
judge.)
3. Have the children brainstorm how they can resolve the conflict. Suggest possibilities if needed.
4. Help all parties together agree on a resolution, including what kids can do to resolve immediate
conflict and what they can do next time instead.
5. Follow up individually with the children if necessary. Explain to Alec quietly that he hurt Tina and
ask him, “How do you think you can help her feel better?”
Note the difference between the two scenarios: Not “Now you go say you’re sorry” as a consequence imposed
on the child as a result of causing a conflict. But, “How do you think you can help her feel better?” after both
children have solved the problem together with the teacher’s guidance. When you give the child the power
of a choice, he often says “I can tell him I am sorry.” But children also come up with other creative ideas:
“We could put a wet paper towel on the ow-ee,” or “I could blow on the boo-boo so it feels better,” or “I could
shake her hand and tell her I am sorry.” When the method of making amends comes from the child, the
teacher can pretty well figure the reconciliation is sincere (Gartrell, 2010).
This implementation tip was written by Dan Gartrell for special inclusion in: Promoting Resilience in
Preschoolers A Strategy Guide for Early Childhood Professionals (Cairone & Mackrain, 217-218).
Wait to intervene when a child’s inappropriate behavior is not harming others, when you know the child can
probably stop the behavior on his/her own without assistance, and when you believe the goal of the behavior
is to gain attention from others.
First Class Pre-K Classroom Guidelines | 2023 - 2024
16
Use these four strategies to respond to inappropriate behavior (remember that all behavior is a form
of communication):
1. Turn the front of your body away from the child, while keeping the child in your side view.
2. Say nothing to the child.
3. Keep facial expressions neutral.
4. Give immediate positive attention when the child replaces the inappropriate behavior with an
acceptable alternative (Cairone & Mackrain, pg. 230).
Teacher-imposed time-out or isolation, threats, closing areas and/or withdrawal of playtime (indoor or
outdoor) shall not be used in the First Class Pre-K classroom. A proactive teacher provides clear
expectations and uses effective methods to prevent and redirect challenging behaviors by fully planning and
preparing for the pre-k day with materials readily accessible (Pianta, La Paro, & Hamre). Specific
consequences for incidents of aggressive behavior may be used. In these situations, the teacher should
maintain eye contact, use a calm, even, yet firm tone of voice and speak in short sentences with simple words.
For Example:
“Because you hit Sam with a block, you cannot play in the block area the rest of the morning.” “No hitting.
Hitting hurts. I won’t let you hurt anyone, and I won’t let anyone hurt you. You can sit in the beanbag
chair to calm down and then we will talk about how you can solve this problem.”
Provide a space and materials that will help a child regain control of emotions, words, and actions. When
the child is calm, discuss feelings and how to handle such situations differently in the future (Cairone &
Mackrain, 223).
When chronic behavior problems persist, the following steps are helpful:
1. Teachers should closely review their daily schedule, routines, procedures and lesson plans. Your
Coach can assist and support you with this process. “When transitions and routines are planned in
advance, teachers are better prepared to effectively guide the learning process, thus allowing the day
to run more smoothly and the children to feel more secure and at ease” (92).
2. Teachers should use Teaching Strategies™ GOLD® Social-Emotional Objectives/Dimensions as one
way to document concerns in the area of behavior. This information will be valuable when
conferencing with families to pinpoint behavioral concerns.
3. Your Coach can provide guidance and support in utilizing Conscious Discipline, Devereux, “FLIP
IT,” and/or other appropriate strategies.
4. To escalate a request for further support, collaborate with your Coach on a CONNECT Team
support request as shown.
Challenging Behaviors
In cases where challenging behaviors (tantrums, physical aggression, bullying, biting) are a danger to the
student or others, the family and other appropriate professionals (program director, guidance counselor,
local LEA, school nurse, mental health professionals) must be involved in developing a behavior intervention
plan. If a child has an IEP in place, the IEP team should be consulted to develop a behavior plan.
Teachers should have a plan in place for scenarios involving serious social-emotional and behavioral
concerns. This plan could be that other students are removed from the classroom while one teacher remains
in the classroom with the child to support the child in areas of self-regulation and determine the next best
steps. This could be helping the child clean up any mess that was made in anger, talk through issues and
other solutions. The child could use or create a scripted story with alternative strategies for the child. The
purpose is to develop and build a relationship with the child after the conflict. During this time, the other
children may be on the playground with the other teacher.
First Class Pre-K Classroom Guidelines | 2023 - 2024
17
When a child is extremely angry or aggressive, removing the child may cause an increase in aggression. By
removing the other children, a child can calm down in a familiar environment thus preventing a power
struggle when trying to remove a child. If a child needs a break from the classroom environment due to
overstimulation, however, the teacher may walk the child in the hallway as a means to calm the brain. The
teacher should teach the child to use a signal either visual or verbal to indicate that a break is needed. Use
your professional judgement and knowledge of the child to determine how to use this strategy. Over time,
the goal is to shorten the length of time spent on a break as the child learns to self-regulate. Removing the
child from the situation can only make it worse because the child can’t self-regulate; you have to remove the
other children to safety while the teacher works with the child.
The Coach must be notified immediately, and the child’s parents must be notified same-day as an incident
and a follow-up conference scheduled. During this conference, the teachers need to share effective, positive
behavior strategies with the child’s parents that could also be used in the classroom to ensure continuity
between the classroom and the child’s home. The teacher needs to communicate with the parent/family
using insight- oriented communication to reflect positive behaviors as well as challenging behaviors. The
conversation should be strength-based. This course of action is for serious social-emotional and behavioral
concerns.
Teachers should make every effort to connect with parents/families and the child in positive ways. The
conference should be utilized to positively connect with the parents/families. Teacher-parent/family
connection is integral in approaching a child’s behavior from a stance of empathy and understanding,
helping children to regulate their emotions, think clearly, and manage complex social environments, such
as the classroom.
First Class Pre-K Classroom Guidelines | 2023 - 2024
18
PLANNING, TEACHING, AND LEARNING
Planning for instruction includes creating a daily schedule, daily lesson plans, short term lesson plans,
(weekly/monthly themes and lessons), and long-term lesson plans (themes or studies for the year). The
interests, curiosity, and needs of the children should be taken into consideration when developing classroom
plans. Developing lessons and free choice activities around themes or studies, maximizes learning in a
meaningful context based on the NAEYC Developmentally Appropriate Practice.
Weekly lesson plans are required to be posted in all First Class Pre-K classrooms. The lesson
planning format that is chosen will be supported by the Coach. All plans will be based on the ASELDs.
Teaching Strategies™ GOLD® Objectives and Dimensions will be used to assess student outcomes.
Teachers are required to reference these resources in all lesson plans.
Lesson Planning
When planning for instruction, a theme or study topic to be investigated in depth should be identified. The
length of time dedicated to this study depends on the topic and the interests of the children. Plans to
incorporate the theme in the free choice areas should be noted.
Plans should include the ASELDs and GOLD® Objectives and Dimensions that will be documented after
lessons. Documentation should be entered daily by both teachers. Potential materials, books, music,
activities, and resources should be identified.
Lesson Plan Format Checklist
Checklist
Lesson Plan
Identifies a Theme or Study Topic
Whole Group activities are planned to include Music and Movement and Shared
Writing
Small Group Activities are planned with specific skills identified
2 Read-alouds planned daily
Indications of how the theme will be incorporated in Room Areas
Weekly Science Lesson planned
Evidence of planned Gross Motor Activities
Teaching Strategies GOLD/ASELDs documented in plans
Resources are identified (Books, Websites, Songs, etc.)
Lesson Plans are posted and accessible, up to date, and organized
Lesson Plan Format Submitted to the Coach (coaching support is available to reflect on lesson
plan format and content)
Establishing a Daily Schedule
A written schedule, including times, should be posted outside the classroom door for Directors, Coaches,
Monitors, Administrators and visitors to view. The daily schedule should be flexible to allow for children’s
interests and needs. “Challenging behavior is more likely to occur when children are asked or expected to do
things that are not appropriate for their age, stage of development, or individual characteristics. When
expectations are realistic, children can achieve and grow” (Cairone & Mackrain, 141).
First Class Pre-K Classroom Guidelines | 2023 - 2024
19
Schedules should reflect a balance of groupings: multiple whole groups, small groups, free choice, and gross
motor activities. The daily schedule should be adhered to as closely as possible and must be submitted to the
coach who will provide support in developing an appropriate schedule at the beginning of the school year.
The Coach must be notified of any permanent schedule changes.
1. Whole groups may last up to 20 minutes and should occur throughout the day.
2. Small group instruction should occur at least once per day and may last up to 20 minutes.
3. Free choice must be uninterrupted and should last for at least 1 hour 10 minutes not including
time used to clean up. “One’s ability to make choices is not only a desirable skill but also creates a
pattern of social competence. When children are taught how to identify, select, and initiate choice-
making opportunities, they can become adults who independently make choices. Research has
demonstrated that providing choices can reduce problem behaviors and increase appropriate
behaviors and thus social competence of the individual” (Cairone & Mackrain, 124). Both teachers
are expected to move around the classroom interacting and engaging with the children
during free choice time. This time is a valuable opportunity to collect anecdotal GOLD®
documentation. Children may not be pulled from free choice for teacher led small group instruction.
4. At least two planned, developmentally appropriate Read-alouds must be scheduled each day. A read
aloud should be a book the teachers read to the children and not one the children listen
to on the SmartBoard or with the CD books. Teachers should consider this to be a time to
introduce vocabulary, encourage discussion, and foster an appreciation for quality children’s
literature. Intentional planning also allows teachers to create opportunities to enhance Concept
Development and Quality of Feedback (Pianta, LaParo, & Hamre). Research indicates that best
results come from interactive and engaging routines and repeated read-alouds.
5. Music and Movement should be thoughtfully planned and occur daily. It is important that teachers
do not solely rely on a smart board or similar technology to meet this daily requirement.
Teachers should learn a repertoire of songs, chants, and finger plays for enjoyment and mastering recall
of both melody and lyrics. This type of quality music and movement encourages appropriate social
interaction, teaches underlying literacy and math skills, and improves spatial awareness (crossing the
midline). A variety of resources should be utilized to guarantee exposure to multiple musical genres. Both
teachers should actively engage in Music and Movement with the children, encouraging participation and
enjoyment.
6. A science activity should be planned and occur weekly. This activity should be used as an opportunity
to enter documentation for GOLD® Science and Technology Objectives.
The daily schedule should include time for children to nap or relax quietly. Generally speaking, 45 to 60
minutes of the pre-k day should be set aside for napping/resting. Provisions should be made for children that
indicate a need to rest during any time of the day. Provisions should be made for early risers and non-nappers.
Cots are required in the First Class Pre-K classroom. Cots should be covered with a sheet or towel that is
regularly laundered and sanitized. All children must be within sight and sound of the teacher during rest time
First Class Pre-K Classroom Guidelines | 2023 - 2024
20
Daily Schedule Checklist
Checklist
Daily Schedule
Schedule reflects a 6 1/2 hour day
Whole Groups are scheduled multiple times daily and do not exceed 20 minutes
Two planned and purposeful read-alouds are scheduled daily
Music and Movement is scheduled and occurring daily
Small Group is scheduled daily and does not exceed 20 minutes
Free Choice is scheduled daily for a minimum of 1 hour 10 minutes (uninterrupted and not
including time to clean up)
Gross Motor is scheduled for 60 minutes daily (this time may be divided into segments)
A Picture Schedule with words is posted near the Whole Group Area - Children should participate
in monitoring the schedule
A Science activity is planned and occurring weekly
Daily Schedule submitted to the Coach (coaching support is available to develop and maintain an
appropriate daily schedule)
Small Group Instruction
Small group instruction should take place at least once daily and may last up to 20 minutes. During this time
a small group of ideally 6 to 8 children meet with a teacher to explore and experiment with materials and
discuss and solve problems. Small group instruction must be included on Lesson Plans.
Teachers may choose to divide the children into 3 groups with both teachers conducting a small group lesson
simultaneously with 2 of the groups while an independent group of children work on fine motor activities,
self-correcting games, etc. The independent group must be in full view and supervision of both
teachers at all times. Small groups may not be taught as a part of free choice time. The Coach will assist
with planning for small group instruction as needed.
1. Lessons should be planned and purposeful resulting in the documentation of targeted GOLD®
Objectives and Dimensions.
2. Worksheets/workbooks, coloring sheets, or craft activities are NOT appropriate for
small group instruction and are NOT allowed as part of the lesson or assessment of
learning. Lined paper should not be used to teach handwriting.
3. The composition of the groups should be flexible and dynamic based on the needs of the children.
4. The amount of time spent in small group should also be flexible. Time devoted to small group
instruction may increase as the year progresses. It is reasonable that a small group may last 5 to 8
minutes at the beginning of the year and increase up to 20 minutes by the end of the year. Small
group time should not exceed 20 minutes.
First Class Pre-K Classroom Guidelines | 2023 - 2024
21
Whole Group Instruction
Whole group instruction can occur multiple times daily for up to 20 minutes each occurrence. This is an
ideal time to focus on building a connected classroom community. It is reasonable that a whole group may
last 5 to 8 minutes at the beginning of the year and increase up to 20 minutes by the end of the year. Teachers
should always be mindful of the amount of time they are expecting children to sit and engage as part of a
large group. Flash cards of any kind (including, but not limited to, sight words) are not appropriate.
1. One whole group meeting should include a shared writing experience such as Daily News or Morning
Message.
2. Whole groups should include opportunities for children to share, discuss, and learn respect for
others.
3. Teachers should develop strategies to capture valuable GOLD® documentation during this time.
4. Whole groups should include music, movement, and finger plays.
5. Whole groups should include discussion of the Picture Schedule and the Job Chart
Technology
Refer to the ASELDs, pages 110-117, and Appendix Six, pages 302-308, for additional information on
Technology in Early Learning Programs.
Technology may be used for a total of 30 minutes per day in the FCPK classroom. This includes the
independent use of electronic devices. Screen time should be limited to 15 minutes per day for each child,
and supplemental use of technology to enhance group times should not exceed 15 minutes per day.
Technology and media must not replace activities such as, but not limited to, creative play, shared reading
experiences, real-life exploration, physical activity, music and movement, outdoor experiences, conversation,
and social interactions. These are important for children’s development. Technology and media should be used
to support learning - not an isolated activity and to expand young children’s access to new content (Guernsey
2010a, 2011b).
Technology is a supplement to the learning content, not a replacement for the teacher. Children benefit when
adults participate in children’s use of technology. Adults should facilitate and have meaningful interactions
alongside children.
1. Opportunities for using computer labs (located away from the classroom) should be limited to one time
per week for no more than 30 minutes.
2. Children should be redirected to other activities rather than waiting for electronics to be available.
Teachers should develop a system to ensure that all children have a turn to use technology.
3. All videos, applications of technology, hardware (computers, iPads, iPods, Smartboards, etc.), and
software should be carefully selected to support the ASELDs and GOLD® Objectives and Dimensions.
4. Teachers should monitor the use of electronic devices and ensure children are using them appropriately
and purposefully.
5. Program mandated technology programs (i.e., Hatch, Waterford, Lexia, etc.) must be included in the
student’s 15-minute independent use of technology.
First Class Pre-K Classroom Guidelines | 2023 - 2024
22
Handwriting
Formal, rote handwriting instruction and letter formation in large or small groups (tracing or copying) is
not developmentally appropriate in the pre-k classroom. Lined paper can be available in the Writing Area
and throughout the room for exploration, but it may not be used for instructional purposes.
1. Explicit instruction should
be provided to children on an individual basis in response to expressed interest.
2. Signing-in should be a daily part of the arrival process. The process should be a progression of skills:
from recognition of the child’s picture, to recognizing his/her written name, to tracing his/her name, to
copying his/her name, to
ultimately writing his/her
name independently by the
end of the school year.
3. Child-created stories, writing,
and dictation should be
exhibited to encourage writing.
4. The classroom should be a
print-rich environment with
alphabet charts, writing
models, morning messages,
daily news, letters, labels, etc.
to demonstrate the purposes of
writing.
Worksheets
Coloring sheets and worksheets are not developmentally appropriate and must not be available in the First
Class Pre-K classroom. The development of fine motor skills is better accomplished through
experimentation with more suitable materials such as playdough, puzzles, manipulatives, various drawing
and writing instruments, paper and scissors, beads and laces, etc.
1. Photocopied worksheets which require a child to match items (i.e., upper-lower case letters, rhymes,
etc.), fill-in-the-blanks, trace or write repeated shapes, letters or numerals, use lines for handwriting,
or any similar activity that demands one correct answer, are NOT to be used.
2. Open-ended worksheets for data collection, graphing, or recording where children can document
their own ideas and solve problems ARE appropriate.
Assessment of Learning
Assessment is critical to supporting children’s development and learning in the classroom. It is essential in
“making sound decisions about teaching and learning, identifying significant concerns that may require
focused intervention for individual children, and helping programs improve their educational and
developmental interventions” (NAEYC Position Statement).
1. Assessment is the process of gathering information about children from several forms of evidence,
then organizing and interpreting that information.
2. Teaching and assessment go hand in hand. For First Class Pre-K, we believe that Teaching
Strategies™ GOLD® will serve as the roadmap for guiding children’s experiences toward
development and learning.
We expect full implementation of GOLD®. MyTeachingStrategies™ Assessment System supports the daily
collection of information about a child’s knowledge, skills, and abilities in all areas of development. Coaches
will assist teachers with meeting the Department’s expectation of establishing an assessment cycle. This
includes entering daily observations, setting preliminary levels of documentation daily as well as using
reports for planning. Alabama First Class Pre-K suggests that most objectives need at least two pieces of
quality documentation for accurate assessment rating at checkpoint.
First Class Pre-K Classroom Guidelines | 2023 - 2024
23
GROSS MOTOR AND OUTDOOR PLAY
Refer to Section 4 of the ASELDs for additional information on Physical Health and Development.
Daily activities should include many opportunities for young children to develop competence and confidence
in their gross motor skills. While children develop many of their physical capabilities through play they also
need planned movement activities with verbal and modeled instruction and structured physical skill
development opportunities. The First Class Pre-K classroom schedule is required to include 60 minutes of
gross motor activity which may be broken into smaller segments of time within the day.
Playgrounds
Based on the United States Consumer Product Safety Commission guidelines, NAEYC, and DHR safety
standards:
1. The play environment should include equipment that is age- and developmentally appropriate.
2. The play environment should provide a minimum of 60 square feet for each child. This shall be for
all 18 children at one time (DHR).
3. The play environment should be enclosed by a fence or wall at least four feet in height. When
measuring the four-foot height, take into consideration areas where a fall zone is next to a fence,
where erosion has caused soil to pack around the base of the fence or has caused large gaps at the
base of the fence, or the location of a border next to the fence. Any of these instances can detract from
the actual height of the fence. The fence or wall shall be free from sharp protruding edges. Gates to
the area shall be secured.
4. The play area should be well drained.
5. There should be semiprivate areas where children can play alone or with a friend. Semiprivate areas
should be visible at all times. For example, teachers should have clear vision into tunnels while
children are at play.
6. Opportunities and materials for activities such as dramatic play, block building, manipulative play,
art, and music should be provided.
7. The environment should include a variety of natural and manufactured surfaces for children to
explore. Natural areas should include elements such as nonpoisonous plants, shrubs, and trees.
8. Children with disabilities should be able to participate in the outdoor curriculum and activities
(NAEYC).
9. The outdoor play area should be arranged so children can be supervised by sight and sound at all
times. Staff should practice active supervision, meaning they are moving around supervising and
monitoring all play.
10. There should be an area for children to have large motor experiences such as running, climbing,
balancing, riding, jumping, crawling, scooting, and swinging.
11. OSR has one certified Early Childhood Playground Safety inspector per region to provide guidance
and resources for safe environments and playground quality enhancement.
12. Sandboxes should allow for drainage, if necessary, by type and location. Sandboxes should be
covered when not in use and cleaned of all foreign matter on a regular basis. Staff must replace sand
as often as is necessary to keep sand clean and free of debris.
13. Concrete or asphalt shall not be used under outdoor playground equipment except wheeled toys.
14. Playground equipment which is not designed to be portable should be securely anchored so that it
cannot be tipped over by an adult or child.
15. Tripping hazards should be addressed.
16. Wooden equipment should be regularly checked and maintained in reference to sharp areas and
splintering wood that could cause cuts or splinters. Metal equipment should be regularly checked for
rust. Rust should be removed immediately. Equipment should be treated with paint to prevent rust
and paint from flaking.
17. All broken toys and equipment should be removed and replaced immediately. All missing pieces
should be replaced on equipment.
18. Playground shall not be shared with younger or older children at time of play.
First Class Pre-K Classroom Guidelines | 2023 - 2024
24
19. Equipment needed to meet Developmental Skills: Climbing and sliding structures, tricycles with
helmets and paths to ride on, water and sand play equipment, art materials, structural materials
(loose parts) for imaginative play, natural features to experience the seasons, various sizes of balls,
wheeled vehicles to push or pull, walking board, crawl through equipment, toys for digging. Lockable
storage units may be necessary to store equipment and materials.
20. Shaded areas should be available to provide a break from the sun or heat. NAEYC recommends 1/3
of the playground be shaded to prevent equipment from becoming too hot.
21. Fall surfacing is strongly recommended
First Class Pre-K Classroom Guidelines | 2023 - 2024
25
WORKS CITED
Cairone, K.B. & M. Mackrain. Promoting Resilience in Preschoolers: A Strategy Guide for Early Childhood
Professionals. 2
nd
ed. Lewisville, NC: Kaplan Early Learning Company.
Copple, C. & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs
Serving Children from Birth through Age 8. 3
rd
ed. Washington, DC: National Association for the Education
of Young Children.
Pianta, Robert C., Karen M. LaParo, Bridget K. Hamre. Classroom Assessment Scoring System. Baltimore,
MD: Paul H. Brooks Publishing Company.
