Early Childhood Classroom Management Plan and Philosophy

Goals and Classroom Overview

In this classroom management plan, most of the children's time is spent in designated activities designed to promote their personal development. These include reading, artistic activities, and mild physical activities, each designed to meet the unique needs of the children. I provide physical and emotional security for each child and help each child to know, accept, and take pride in himself or herself, and to develop a sense of independence. The children's artwork is displayed on the walls, all furniture is sized for their small bodies, and nothing dangerous is within reach.

My core goals are as follows:

Philosophy: Multiple Intelligences Theory

I believe in the multiple intelligences model and apply its theories to my management of the classroom. Howard Gardner's model of multiple intelligences is based on the notion that intelligence is not a single across-the-board measurement within an individual. In other words, people's levels of intelligence vary according to their individual abilities in areas such as verbal abilities, mathematical aptitude, and spatial and motor skills. In total, Gardner describes seven different categories of abilities, or intelligences: verbal/linguistic, musical/rhythmical, logical/mathematical, body/kinesthetic, visual/spatial, interpersonal, and intrapersonal (Gardner, 1993).

These abilities develop naturally to a point, according to Gardner, but are also influenced by factors such as talent, personal motivation, and environmental nurturing. Gardner believes that each of these intelligences can be developed to its maximum potential given the proper stimulation. The only factor that could prevent optimum development across all of these areas, he notes, is brain damage (Gardner, 1993).

Communication with parents is important because it allows for a two-way flow of ideas and prevents misunderstandings. I provide parents with information about health and child development gathered from reliable resources, and I maintain a table with a variety of pamphlets that parents can take home for free. I also keep records of the developmental progress I observe in the children and strive to keep parents informed of these observations.

Invisible Curriculum

I provide an emotionally safe and secure environment for the children by ensuring that no one is bullied, put down, or made to feel inadequate in any way — whether by other children, myself, or family members. I do not tolerate any physical punishment. For example, if a parent attempts to spank a child for crying when being dropped off, I immediately inform the parent — in the most diplomatic way possible — that such behavior is not tolerated on my premises, regardless of what occurs in the home. There is a zero tolerance policy for physical, verbal, and emotional abuse. I also make the children aware of all classroom rules, which are displayed on a bright sign near the front of the room.

I am a strong believer that positive reinforcement is more valuable than negative reinforcement. For example, if a child picks his nose, rather than punishing him I explain the positive aspects of good hygiene and good manners in language a young child can understand. Similarly, if a child puts another child down, I have them apologize and then name three things they like about that child.

All major rules are posted on a poster board in bright colors in the main room. These include "be nice," "share with others," and other positive statements. I try to keep everything in a positive mode rather than framing rules as "don't do this" or "don't do that," which tends to make children feel restricted and, in turn, defiant.

In regard to safety, ensuring that enough qualified staff members are available to supervise the children at all times is of paramount importance. It is also critical that staff members are trained and certified in first aid. Everything in the facility is childproofed, including outlet covers, smoke detectors, door-knob covers and door locks, cabinet safety latches, and cordless phones to prevent strangulation hazards and to remain accessible during electrical outages. Emergency numbers — including the poison control center, the nearest emergency room, and the pediatrician — are posted next to all phones. An emergency fire map is also posted in several rooms.

There is a library located in the back of the main room, along with large cushions for the children to sit on. The middle of the room is an open area where various activities can take place. Outside, there are swings and a slide.

9:00 — Arrive / Free Play
9:20 — Circle Time / Reading (art project if extra time)
9:40 — Daily Lesson: health, social, or emotional topic
10:00 — PE / Snack
10:20 — Creative Activities
10:50 — Math
11:05 — Language Arts (stories, poems, nursery rhymes, ABCs, etc.)
11:30 — Dismissal

Conclusion

Overall, my ideal classroom management plan involves the promotion of creativity, kindness, respect, safety, and enthusiasm for learning. I feel that these are all of the ingredients needed for a well-run classroom that creates lifelong learners who will grow to become happy and productive members of society.