Interest Area Inventory

Preschool Learning Environments Lesson 1 Apply Interest Area Inventory Program Tool	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 18816 Name Certifier Date
Take time to ensure your interest areas are designed to offer children valuable learning experiences. Remember that in some smaller classrooms, you might find two of the interest areas combined. For example, computers might be in the library area rather than having a separate area. Also, some programs have opportunities for cooking activities but, due to local health requirements, may not be able to store ingredients in the classroom. Your classroom may have additional interest areas not included in this list, such as woodworking and writing. Note these additional interest areas as well. Blocks Is the space away from quiet areas like the library, computer, or writing areas? Is the space clearly defined on all sides with shelves or other barriers? Is there a big enough area for several children to build at the same time? Is there a variety of different types of blocks available? Are there toy people, cars, trains, animals or other accessories? Are there materials for writing or labeling structures? Are there books for children to explore structures or building tools? Are shelves labeled so children can find what they need and put it away when finished? Toys and Games Are toys and games stored next to the space (table, carpet) where children will use them? Are toys and games stored so children can get them on their own? Are there some toys and games designed for two children to play together? Is there enough space for children to play without distractions or without having to move? Are toys and games rotated based on children’s interests and learning goals? Are a variety of toys and games available at different difficulty levels? Dramatic Play Is the space away from quiet areas like the library, computer, or writing areas? Is the space clearly defined on all sides by shelves or other barriers? Are there enough materials for several children to play together? Is there appropriate furniture for children to use in play (table, kitchen, etc.)? Are materials rotated based on children’s interests? Are there literacy and writing materials for children to make grocery lists, write notes, read cookbooks, etc.? Are dress-up clothes free of gender or cultural stereotypes and available to all children? Art Is the art area near water so children can clean up easily? Are art supplies (smocks, brushes, etc.) stored where children can get them? Are art supplies stored near where they will be used? Is a variety of materials available so children can use their creativity? Are materials available for painting, drawing, sculpting, collaging, etc.? Are materials available for dance, theater, and music? Are literacy materials available? Library Is the library area away from loud areas like blocks and dramatic play? Are there clear boundaries for the library area? Are there comfortable seats or cushions for reading? Is there a variety of books (fiction, nonfiction, picture books, alphabet books, rhymes)? Are books rotated based on children’s interests and learning goals? Are there accessories like felt boards, a listening station, or literacy activities? Music and Movement Is the music and movement area near an electrical outlet (for CD player, etc.)? Is the music and movement area separate from quiet areas like the library? Are musical instruments available and representative of different cultures, sounds, and experiences? Are materials available for rhythm or dance (streamers, scarves, etc.)? Discovery Are there clear boundaries on all sides of the area? Are materials stored on low, open shelves so children can get materials themselves? Is the discovery area near water, a window, or a door to outside? Are materials rotated based on learning goals and changes in the environment (e.g., seasons, investigations)? Are the tools available that children need for exploration (magnifying glasses, writing materials, reference books, etc.)? Cooking Is there a space where children can prepare simple snacks with adult supervision? Are any tools that require electricity stored safely? Is the cooking area near a sink? Are tools and utensils stored where children can reach them? Are shelves labeled so children can find what they need and put things away when finished? Are simple recipes with pictures provided? Sand and Water Can the sand and water area be cleaned and refilled easily? Is it near a sink or drain? Is the sand and water area away from quiet areas like the library? Is the sand and water area separated from areas that cannot get wet (like the technology area)? Are materials children need nearby (sinks, smocks, towels, tools for exploring the water, sand or other sensory material, etc.)? Are cleaning tools nearby so spills can be cleaned quickly? Can a variety of sensory materials easily be used here? Computers Are computers stored away from water? Are all electrical cords secured properly so children do not trip or pull them? Are software or programs available for children to use on their own? Can adults help children use the internet as a reference and resource? Are headphones or other materials stored with the computers?

Program Tool

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 18816

Name

Certifier

Date

Take time to ensure your interest areas are designed to offer children valuable learning experiences. Remember that in some smaller classrooms, you might find two of the interest areas combined. For example, computers might be in the library area rather than having a separate area. Also, some programs have opportunities for cooking activities but, due to local health requirements, may not be able to store ingredients in the classroom. Your classroom may have additional interest areas not included in this list, such as woodworking and writing. Note these additional interest areas as well.

Blocks

Is the space away from quiet areas like the library, computer, or writing areas?
Is the space clearly defined on all sides with shelves or other barriers?
Is there a big enough area for several children to build at the same time?
Is there a variety of different types of blocks available?
Are there toy people, cars, trains, animals or other accessories?
Are there materials for writing or labeling structures? Are there books for children to explore structures or building tools?
Are shelves labeled so children can find what they need and put it away when finished?

Toys and Games

Are toys and games stored next to the space (table, carpet) where children will use them?
Are toys and games stored so children can get them on their own?
Are there some toys and games designed for two children to play together?
Is there enough space for children to play without distractions or without having to move?
Are toys and games rotated based on children’s interests and learning goals?
Are a variety of toys and games available at different difficulty levels?

Dramatic Play

Is the space away from quiet areas like the library, computer, or writing areas?
Is the space clearly defined on all sides by shelves or other barriers?
Are there enough materials for several children to play together?
Is there appropriate furniture for children to use in play (table, kitchen, etc.)?
Are materials rotated based on children’s interests?
Are there literacy and writing materials for children to make grocery lists, write notes, read cookbooks, etc.?
Are dress-up clothes free of gender or cultural stereotypes and available to all children?

Art

Is the art area near water so children can clean up easily?
Are art supplies (smocks, brushes, etc.) stored where children can get them?
Are art supplies stored near where they will be used?
Is a variety of materials available so children can use their creativity?
Are materials available for painting, drawing, sculpting, collaging, etc.?
Are materials available for dance, theater, and music?
Are literacy materials available?

Library

Is the library area away from loud areas like blocks and dramatic play?
Are there clear boundaries for the library area?
Are there comfortable seats or cushions for reading?
Is there a variety of books (fiction, nonfiction, picture books, alphabet books, rhymes)?
Are books rotated based on children’s interests and learning goals?
Are there accessories like felt boards, a listening station, or literacy activities?

Music and Movement

Is the music and movement area near an electrical outlet (for CD player, etc.)?
Is the music and movement area separate from quiet areas like the library?
Are musical instruments available and representative of different cultures, sounds, and experiences?
Are materials available for rhythm or dance (streamers, scarves, etc.)?

Discovery

Are there clear boundaries on all sides of the area?
Are materials stored on low, open shelves so children can get materials themselves?
Is the discovery area near water, a window, or a door to outside?
Are materials rotated based on learning goals and changes in the environment (e.g., seasons, investigations)?
Are the tools available that children need for exploration (magnifying glasses, writing materials, reference books, etc.)?

Cooking

Is there a space where children can prepare simple snacks with adult supervision?
Are any tools that require electricity stored safely?
Is the cooking area near a sink?
Are tools and utensils stored where children can reach them?
Are shelves labeled so children can find what they need and put things away when finished?
Are simple recipes with pictures provided?

Sand and Water

Can the sand and water area be cleaned and refilled easily? Is it near a sink or drain?
Is the sand and water area away from quiet areas like the library?
Is the sand and water area separated from areas that cannot get wet (like the technology area)?
Are materials children need nearby (sinks, smocks, towels, tools for exploring the water, sand or other sensory material, etc.)?
Are cleaning tools nearby so spills can be cleaned quickly?
Can a variety of sensory materials easily be used here?

Computers

Are computers stored away from water?
Are all electrical cords secured properly so children do not trip or pull them?
Are software or programs available for children to use on their own?
Can adults help children use the internet as a reference and resource?
Are headphones or other materials stored with the computers?