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Consider the topics covered in this lesson. Look at the pictures below and list what is working and ways you might improve the organization, aesthetics, or design of these spaces. Share your responses with a trainer, coach, or administrator.

1. 

   What are the positives from the space?

   There are many items children can use to build.

   Overall, these appear to be similar materials grouped together-–all pieces for constructing.

   There are some posters that might spark building interest.

   The rolling carts could be taken close to a table to have materials right there, or even outside easily to have building occur in other areas in the program.

    

   What parts need improvement?

   This space feels cluttered. Consider what parts are most appropriate to have out based on children’s current interests and learning goals. Are all the pieces necessary right now? Also consider how safely children and youth can access materials on the top shelf of the rolling carts.

   The shelves are not labeled and items are stacked in front of one another. Providing labels could better organize the space, allow children and youth to find what the need, and clean-up more efficiently. Also, it is unclear if larger parts are in one area and smaller parts in another; this level of organization could help make the space easier to navigate.

   The posters are high up and may or may not align with children’s current interests. Relevant books or pictures of current interest at children’s eye level could provide a provocation to help focus the play in a more productive manner (e.g., books on famous bridges or some pictures of skyscrapers).

    

2. 

   What are the positives from the space?

   There are lots of exciting examples and provocations of things to make in this sewing space, e.g., previously sewn items and books.

   Cabinets are clearly labeled.

   There is space for several children to work together.

    

   What parts need improvement?

   This space also feels cluttered, there are so many things out, and it might be hard to focus. Perhaps taking away some of the items not currently in use could help provide more room and support more focused work.

   Adding visuals (e.g., pictures) to the labels could help all children more easily access the space.

    

3. 

   What are the positives from the space?

   There are pictures of children using the materials, which validates their work.

   Bins are clear making it easier to see the materials inside.

   There appears to be space for children to save the structures they make.

    

   What parts need improvement?

   The large empty shelves on the left appear sparse. This may be because they are available to save structures so children can continue to work or play with their connecting block creations. It would be helpful if there was a sign that clearly communicated this function and materials for children to write “save” messages with their names or even label their structures, encouraging meaningful print in other areas of the classroom.

   In addition, only some bins are labeled. Labeling all bins with words and pictures can help children find what they need and clean up efficiently. Children appear to be building on top of the shelf, perhaps because there is no table nearby for them to easily build at; consider moving a table closer to the shelving units to provide more spaces to build.

   Consider moving the play castle--Is the castle a good addition to this space? Is it meant to inspire children to be creative? How does it help communicate the function of this space?