25 Role of Parents and Community in Early Childhood Education

N. Dhanya

We all know that the spaces where we live and work have a huge effect on us. This will be true in the case of children too. And it when comes to the case of children, the physical environment is especially important.

Primarily, they must be safe and healthy simply because every child has the right to be safe, and educators and others also need to be safe at work. How do you think this can be achieved? Maintenance is the key… ie, by keeping buildings, furniture and equipment safe and clean. Good maintenance, cleaning and safety precautions are some of the essential basic elements of any care and education service. But beyond this level of meeting basic needs one should also keep in mind that the physical environment is full of potential and opportunities for children to learn about the world of people and things and about themselves. Let me bring to your attention that the physical environment is not a backdrop for learning but instead it offers opportunities for learning.

So how should such an environment be? It should have the ability to inspire, challenge, encourage and excite. The possibilities are enormous. And how can this be achieved? Yes, it is the role of educators to turn these possibilities into real opportunities – to make the physical environment comfortable, inviting and interesting. When children are in environments that offer rich opportunities and experiences, they learn and develop much better.

Such learning can occur only in areas that are qualitative which includes both indoor and outdoor spaces which are easily accessible. It also includes the design and location of the premises that are appropriate for the operation of a service.

Having given you an introduction let me now go into the details of what is a preschool? How can you define a preschool?

Preschool is a school serving the needs of children in the age group of 2-6 years by offering them experiences adapted to what is now known about the growth needs of these age levels.
It shares with parents the responsibility for promoting sound growth in a period when growth is rapid (Read, 1990).

The preschool is a living place or an organized community for growing children. It is primarily important in educating them in the gracious art of living and not a place for formal learning where the main purpose is to communicate a certain prescribed quantum of knowledge.

Remember! A preschool is not a parking place as it supplements and enriches the basic experiences that a good home offers.

Let’s focus on what are some of the some of the aspects focused on in a preschool set up.

In the preschool the children are

encouraged to broaden their horizons
to develop new interests,
to experience stimulation and satisfaction of exploring, manipulating and creating.

Thereby, they discover that they

can work and play and be happy away from home
and gain confidence in meeting new situations, adjusting to people and finding that the first step towards maturity is an exciting adventure.

Can you now tell me what are some of the objectives of preschool education? Do you think there is a link between the objectives and the preschool building? Yes indeed…. The first prerequisite for the achievement of the objective ‘gracious living’ is a clean pleasant and well maintained building. You must be wondering why I say so? Let me make it clear to you…

Children spend most of their time during the day in the preschool rooms or grounds.
Naturally the surroundings are bound to exert a far reaching influence on their growth and health.
Therefore the school building, the situation, design, lighting and ventilation all have important roles to play in the behavior of the children.
Preschool education has a great role in changing not only the immediate education of a child, but also their future lives and also that of their families.

Please remember that a Nursery school or kindergarten is one organized for the purpose of educating a group or groups of six or more children less than seven years of age, under the supervision of qualified teachers, providing an adequate program of learning activities and maintaining good standards of health and safety.

Now how do you plan a preschool building?

What are the objectives of planning a preschool building? They include aspects such as:

To look after the physical well being of the young children
To provide the children with adequate space to move freely
To make the children familiar with varied situations in life
To ensure protection and safety to the children
To make the children comfortable and happy at a place other than their own house
To provide for the convenience of the children
To stimulate the aesthetic appreciation among children
To enhance all round development among children
To provide adequate space for both indoor and outdoor activities.

Having taken a look at the objectives now let me brief you on the factors influencing the plan of a preschool building. Do you have any idea on what are they?

There are a number of specific factors which will influence the plan of a preschool building. To mention a few:

The number of children in the group
The age range within the group
Teacher pupil ratio
Nature of the children in the group
Presence of handicapped children
Number of staff
Locality – rural or urban
Availability of financial support
Climatic conditions
Availability of spaces
Type of program being offered

Now let’s move on to the physical environment.. Do you think the physical environment of a preschool is significant?

The physical environment of any preschool is not the determining factor in a child’s learning but it does act as an influencing factor.
The very nature of young children requires that they have space to move and that they have material and equipment with which to interact.
They need room to run, ride a wheel toy, jump, swing and chase bubbles and balloons without fear of collisions.
They need areas for snack time, for washing and clean up time and rest time. And they need quiet places where they can be alone.

Although teachers are generally in charge of the arrangement of the physical environment including the classroom, certain factors should be considered in the location of the preschool classroom in relation to the rest of the school.

The room itself should have two doors, preferably one to serve as the main entrance and one to serve as connector to the outdoor play area.
It should be situated on the ground floor so that children do not have to use stairs to upper floors or to the basement.
It should be near the main entrance of the school so that the young children do not have to walk down long hall ways and perhaps disturb other classes.

Having heard about the significance of the preschool environment lets quickly have a glance of the essential factors which contribute to making a good preschool

Which do you think is a good preschool? Is it one where worthwhile learning experiences are selected and organized for children from two to four years of age, based on knowledge of growth needs for these ages and developed under the guidance of qualified teachers working together with the parents? Yes, it is…

A good preschool is one which has

respect for the child’s way of learning
has concern for the child’s inner feeling
has regard for parent participation and contributions to the nursery school.

Let’s go into the crux of the chapter which gives you guidelines for planning a preschool The location

A preschool must be situated not far from the main habitation of the people of the place.
Children attending a preschool are below six years, so they often feel uneasy to be far from their main place ie., their homes.
The practice of carrying children in a bus or in a car from a distance of two or 3 miles is not at all desirable.
The site must be quiet and safe not in the midst of the burn of a market or a business place.
It must also have some space which could be used for gardening and outdoor play. The building should be located at a site that is easily accessible to the children.
It should be safe from hazards like heavy traffic, ponds, ditches, nalahs and pollution.

The desirable characteristics are (i) there may be a direct approach road for the parents to bring their children, for the school transport and for the delivery of supplies. (ii) it may be close to a primary school (iii) it may be located away from distracting noise of traffic (iv) the immediate surroundings of the preschool may have plenty of natural resources which can be used as educative material and (v) it may be located on a ground floor.

Facilities

he first thing needed in a preschool building is spaciousness. Children must have freedom of movement. If they are walking, running or carrying things from place to place, their progress should not be hindered on account of shortage of space.
Rooms must be well lighted and well ventilated. In India working in the open is possible during half year at least. Work in open air should be encouraged as far as possible.
If there are big trees in the compound, seats can be made under and around there for children to enable them to do their individual work. Even a whole class can sit under the shade of a tree for stories, songs etc.
If there is no natural shade, an extension shed should be put up with leaf or grass thatching.
The open space should be big enough for a playground, a small garden, latrines and dumping pits.
The remaining space must be divided into three parts: playground materials for outdoor exercises should be provided in one part, open space should be left for outdoor games, the third part should be utilized for children’s garden.
If open space is big enough, a portion can be preserved for kitchen garden and another for experimental gardening.

Now let’s understand what do we mean when we speak about the site for a preschool. A site should include: vicinity, soil and aspect and elevation.

Selection of site

Set up of a preschool is very important. It should not be located in a congested or lonely area.
If it is situated in a crowded area, the attention of the children would be diverted from doing activities or listening to the teacher.
If a school is located in a lonely area, the children are deprivedof safety and proper homely environment. If it is in a busy traffic area, they lose their safety.
Hence it is necessary to be careful while selecting the site for a preprimary school. It should be situated at the centre of the town so as to provide easy accessibility to all.
The school should be away from traffic area to avoid accidents. It must be seen that the surrounding area should be clean. In an unhygienic area, children’s health may be affected.
If it is a town area, it should not be constructed near a factory or railway or bus stand. As far as possible it should be away from industrial area. The foul from the factories may affect the children’s health and mind.In a rural area, it should be away from wells and streams.

Vicinity

The vicinity of a preschool must constitute a refreshing environment, avoiding stagnant pools, swamps, sewers or other settings which are sources of undesirable odour or mosquitoes, flies and harmful micro organisms.
There should be a good water supply.
The preschool may be located at a short distance from the towns to get fresh air and have less of risks of epidemics.
The preschool must be near a road but well back from the road and not on its brink.
It should not be in close proximity to a burial or cremation ground. The foul odour emitted from the graveyard will have deleterious effects on the children.
The vicinity must be such as to permit any future expansion. It must be a place away from the problems of industrial noise, dust, smoke and pollution. It should also make a point to avoid the physical danger of factories, rail roads or bus services.
Proximity to a garden or public park permits direct play of sunlight even in the remotest corner of the school building for the greater part of the day. It will also add to the influence of the preschool on children’s appreciation of beauty. Vicinity of groove of trees or high buildings is not desirable.

Soil

Soil makes the school building strong, safe, congenial and educational. The following points need to be considered in selecting the site with regard to soil conditions. It should be a raised area, dry and have natural drainage free from water logging.

Aspect and elevation

The following features are important to obtain ideal aspect conditions for the preschool.

The site should allow the construction of the school building to face south
Verandahs should be planned on only one side of the rooms for free access of light

Planting of trees on the other side will help to serve as sun breakers especially in places which are very hot most of the year.

Building plan

The plan of the preschool building would vary with the needs. The following suggestions would facilitate evolving a desirable blue print.

The building should be planned to conform strictly to the laws of sanitation, hygiene, ventilation and lighting to allow the sun’s rays to reach all the rooms without filtering through house tops and without being obstructed by high buildings around and to permit free and easy access of fresh air to all parts of the building.
The building should fulfill the minimum requirements of play rooms, lavatories and wash rooms.
No playroom should be more than nine metres in length. A single storey building is preferable for convenience and safety.
The building must look pleasing and appealing to the children with proper facilities.

Preschool classrooms and Infrastructure

How should the classrooms be?

Preschool classrooms should be on the first or second floor of a building or be directly accessible by elevator.
No classroom floor should be more than four feet below ground level
950 net square feet of classroom space should be provided for each classroom
50 square feet of usable space per child should be provided that is free and open and excludes storage and major pieces of equipment and built in furnishings.
“Usable” space includes materials and pieces of equipment that are easily movable.
The rooms must be at least 18” x 22” with wide lobbies. The number of rooms must be in proportion to the number of children of the preschool.
One room and a lobby with open space are required for 20-25 children, more rooms must be added.
Classroom shall be well ventilated.
Each preschool classroom shall have varied and ample types of storage that meet the general classroom needs of both children and staff.
Each classroom shall have open accessible storage for each child for storage.
Ample storage space must be planned in order to avoid the usage of non-storage areas such as bathrooms, hallways etc for storage purposes.
Storage space should be provided for storing material like paper, crayons, teaching aids etc. Each child shall be provided a locker or a small shelf for personal use. These may be at a height within easy reach of the child. Separate store rooms may be provided for storage of materials and food stuffs.
Each classroom shall have an attached toilet room that is accessible to students with physical disabilities, built to meet the needs of young children identified for their exclusive use and barrier free in design.

Floors shall be clean and safe to minimize the potential for illnesses.

Classrooms shall have large child safe windows allowing children and adults to view the outdoors and providing natural light. Natural light shall be supplemented with controlled artificial lighting.
Adequate wiring shall attempt to meet both current and future needs of the facility.

Classroom environment

Furniture shall be arranged so that children can work individually, together in small groups or in large group pathways to move from one area to another.
The room shall contain movable pieces of furniture and equipment in order to maximize space flexibility.
Wall space shall be available to display children’s work in the classroom throughout the school.
Counters and any built- in seating shall be accessible to children, usually a foot lower than the ideal height for adults (10-12 inches) above the floor.
Open shelves, accessible to children, shall be available for educational materials to encourage independence and learning.
Small, semi private, easily supervised places shall be available indoors and outdoors to provide children with opportunities for solitude.
Classroom environments shall include soft, non allergenic spaces.
Sufficient spaces shall be available for the following needs: office space for administrative purposes, multi purpose rooms for conferences, indoor play.

Indoors

Let’s take a look on the indoor environment of a preschool

Learning centers in a classroom shall include areas for block building, housekeeping, water play, creative arts, painting and clay and collage, science and nature study, cooking and music. There shall be adequate books and pictures, puzzles, games and small manipulative materials.
A minimum indoor space must be provided. Every preschool in addition to classroom should have a storage space, a toilet, a verandah and cooking facility separately.
The desirable characteristics are: room size may be 5×9 sqmabove, furniture may be made of material that can be easily cleaned and may be painted in bright and attractive colours.
The furniture may be safe and light. There may be separate science corner, doll corner, books corner, a corner for window sill for plants that may be nurtured by children.
Bulletin boards may be provided. Low light tables for a group of 6-8 children for art work, paper work are essential. Provision of blackboard at low level for scribbling, free drawing by chart should be provided.
The placement of doors and windows may be such as to provide for ample light and ventilation. The windows may be at a low level so that the children can look out.

Now about the rooms

Rectangular rooms lend themselves ready to activities of the children than square ones.
The rooms should be free from hidden areas to facilitate supervision.
Wall with a variety of pleasant colours can add beauty and a feeling of spaciousness if properly selected from primary colours such as red, blue and yellow. They should be skillfully used to challenge the imagination of children and yet not overstimulate them.
All the rooms should be provided with an outlet and inlet. They should avoid opening to each other.
Lighting should always be at left so that the incoming light strikes the child’s left shoulder when he is facing the teacher.
The rooms for indoor play should be large enough for children to live and work together freely without regimentation for space.

The work space should be adaptable, flexible, livable and home like. Rooms should be well ventilated and have adequate light.

How about the Walls?

The wall space should be functional and lend itself to promote activities.
An abundant ‘pinning space’ at the eye level of the child is desirable in order to have picture boards. What do you mean by pinning space? It’s the place where you can put up pictures or fix up a board where the child can work on.
The arrangement of doors and windows should allow large spaces for bulletin boards for attaching things to pull on and for black boards.
The walls should be coated with a suitable, washable, porous material to deaden the noise.
Shifting walls provides for a wide variety of activities and better use of space.

Walls should be clean and well plastered. They should have ample space for display of children’s work and other pictorial material at children’s eye level.

Floors

The floors especially that of the dining hall should be of such material that can be cleaned easily and maintained in a sanitary condition. They should help to deaden or absorb sound and be suited to hard wear. Since many of the child’s activities are conducted on the floor it is necessary that warmth and freedom from dirt is ensured.

Windows and doors

The doors and windows are important parts of the learning environment of the young child. Therefore their placement needs careful consideration.
The windows should be low enough to enable a child to look out and should be fitted with shades or blinds. They should be easily operated.
All windows need to be fitted with guards or screens or both. The windows in the areas used for preparing and eating must be screened to keep off flies and mosquitoes.
All doors should be light in weight so that children can handle them easily. The heights of the door knobs should be within easy reach of the children and of the type that the child can readily turn them without being hurt.

Ventilation

A window properly designed for a classroom to be used in areas where natural ventilation is important should be one through which the air can be directed downward to flow around the children and during winter months, the air can be directed to the ceiling to mix with the hot air which rises.

Lighting

The room should well lighted without too much glare or without the sun’s rays falling directly in the children’s eyes.
The room is more attractive if all the shades are kept at even height but protection of the eyes of the children is of first consideration.

Sanitary facilities

Water facilities are essential for the cleaning up activities in the preschool.
The toilet and washing facilities should be easily accessible from both the indoors and outdoors. One large or two small rooms would be needed for this purpose.
One toilet for every ten children is essential.
The toilet floor should be of washable nature but not slippery tiles. Toilet fixtures with seats varying at heights from 25-30cms from the floor are desirable.
The sizes must be according to the size of the children who will use them.
Towels and labeled individual hooks and rails and hair combs are required where children stay all day in school.
Fixtures of the suitable size assists in the development of routine habits and also promote self confidence and independence in the child.
Care must be taken to see that the sinks and toilets are equipped with disposal drains.
A clean Indian type toilet should be provided with water facilities. Soap and clean towel should be provided.
Garbage bin should also be kept there. Bathroom fixtures and sinks may be provided at a low level so that children can reach them easily. Exhaust fan may be installed in the bathroom window. Sinks at low level may be installed in each classroom.
Toilet facilities should be attached to the building. It should also contain rooms for washing, playing and sleeping.
Proper bathroom facilities could help to develop sense of hygiene in children.

Eating and rest facilities

It is essential to provide some period of rest during the days programme.
If the duration of the preschool is long, arrangements have to be made for sleeping. These facilities should provide quilt and free spaces. If mats are used, a clean one should be provided. Folding cots, mattresses with sheets and pillows may be provided.
Space used for eating shall be clean
There shall be no more than eight children at one table at one time during lunch
A sanitary cot shall be provided for each child who spends more than four hours per day at the school
There shall be at least two feet between cots at resting time.
There shall be at least one flush toilet and a low mirror for each group of 15 children.

Storage space

Storage space adjacent to the playroom is necessary.
Lockers must be marked in such a way that the children can recognize his own.
Storage space must be properly planned.
In the classroom shelves for children should not be very high but should be easily accessible to the children to take their things.
The lock and key should be handled by the children themselves. This will promote self help.
It should be planned on the basis of the teacher pupil ratio – 1:20.

Outdoor play

Outdoor play is critical to preschool development. Facilities and designs should include adequate outdoor space for larger motor activities.
There shall be 100 square feet per child of outdoor play space for each child using that space at one time. Surface areas should include soil, sand, grass, hills and a large flat even surface for wheeled toys. There shall be adequate padding under climbing toys.
Equipment shall be developmentally appropriate and in accordance with playground safety rules.
Play areas shall provide a mix of sun and shade with sheltered spaces for solitary, small group and quiet activities. If possible there should be some access to water for play.
Outdoor play area shall be accessible to the classroom and toilet facilities.
Outdoor play equipment shall include permanent, well anchored structures for climbing and dramatic play. There shall be movable equipment, wheel toys, tricycles, wagons, trucks, building equipment, ladders, sawhorses and a shed or area to store this equipment.
A minimum of 15×220/30 sqm of play space may be provided for a group of 30 children. Play space must ensure safety of the children ie, prevent children from running out and getting hurt from serious injury.
The desirable characteristics include, the play area may have both paved and cemented space, slopes and steps leading to small sections that are at a slightly higher level than the rest of the play area may be provided for specific activities like climbing, sliding etc.
Provision for a variety of activities like running, jumping, climbing, cycling, sand and water play, and gardening may be made. A balance between sunny and shaded areas may be ensured.
There may be a storage space for keeping equipment for active play located near the play area.

Some provision for water play

To an adult water may mean merely washing and drinking. To a child it means atleast washing, drinking and especially play where no provision is made for water play, children are likely to make shift with the washing and drinking arrangements. in addition to a pool for summer wading, preferably deep enough at one end for older children to swim and a hose and sprinklers for summer play, an enclosed pool where children can float boats and watering cans for the garden give a substitute for water play. Facility for pure drinking water should be provided. Provision should be made for washing the glasses/tumblers after use.

Isolation space

Schools which do not have facilities for returning children to their homes when they develop symptoms of cold or other physical upsets during the school hours requires facilities for isolating such children from other members of the group.
First aid kit should consist of bandages, sticking plaster, sterilized surgical cotton wool, gauze, thermometer, scissors, pinces, antiseptic ointment, potassium permanganate, gentian violet etc.

Other safety standards

Peeling or damaged paint or plaster shall be repaired.

Paint containing lead shall not be used on walls, window sills, beds, toys or any equipment accessible to children.

Do you think cleaning and maintenance is essential in a preschool? Yes of course..

Making sure the right cleaning standards are applied during daily cleaning and maintenance goes a long way to ensure good hygiene in all operating areas of the school.

Now to summarize, let me inform you that

Creating environments that are inviting and inclusive and that support children’s exploration, creativity and learning through play and physical activity, both of are very important for children’s learning and development.
Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child.
The design and organization of the physical environment has a powerful effect on children: sometimes small changes can make big differences.

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