12.4: Setting up the Learning Centers

This section explores the key elements of setting up learning centers focusing on blocks, art, literacy, dramatic play, music and movement, science, manipulatives, sand/water play, and cooking. We’ll also discuss tips for space allocation and location, organization, and other considerations.

Blocks

The blocks center is foundational in promoting spatial awareness, problem-solving, and creativity. It’s where children build structures, engage in imaginative play, and explore math and science concepts.

• Use walls, dividers, or shelves to enclose the area on at least two sides.
• Allocate more space to allow children to build expansive structures without feeling cramped. It should accommodate at least 3-4 children.
• Position it near the dramatic play area to promote pretend play and keep it grouped next to another noisier area.
• Use flooring that is smooth and flat, but provides some softness to absorb sound. Flat rugs or carpet works well.
• Shelves should include at least two different types of blocks and block accessories.

"Block play in a toddler classroom". by Heather Carter is licensed CC-BY-SA.

Dramatic Play

Dramatic play allows children to recreate familiar experiences, confront anxiety-producing situations, and make up new scenarios that help them learn to regulate behavior and their emotions. Pretend play plays a role in developing a foundation for understanding abstract thought.

• Locate the dramatic play area next to the block center so cross-play may influence construction in blocks and vice versa. This center is also noisy and allows two of the noisiest areas to be located next to each other.
• A medium to large space is needed to accommodate at least 3-4 children in role play.
• The area needs to support movable props and furniture.
• Toy appliances, accessories, and clothing should help anchor the area for the type of role-playing that might occur.
• Materials should be organized for easy access.
• Materials and props should be rotated as children's interests change.

"Dramatic play area reflects home environment." by Heather Carter is licensed CC-BY-SA.

Art

The art center encourages creativity, self-expression, and motor skill development through drawing, painting, sculpting, and crafting.

• Locate the art center near a water source and on washable flooring for easier cleanup.
• Designate enough space so a few children can work simultaneously. This may include a table and double-sided easel, as well as a drying rack.
• Provide open shelving for art supplies like paper, markers, paint, and glue (in infant and young toddler classrooms, materials may be stored out of reach but accessible to staff for easy implementation). As children age, the art area may need to expand in order to accommodate more age-appropriate materials.
• Rotate materials regularly to inspire new ideas and offer various textures and mediums.

"Art area in a preschool classroom". by Heather Carter is licensed CC-BY-SA.

Music and Movement

Music and movement allows children to explore rhythm, sound, movement, tone, and find comfort through music and dance.

• While only 2-3 children may play in the music and movement center at a time, it still requires enough space to allow for free movement such as marching and dancing, or exercises such as yoga, stretching, or meditation.
• Locate the center near an electrical outlet to charge speakers or plug in a CD player that may play recorded music.
• Use, or add, non-slip flooring to ensure safety during active movement.
• Ideally, this center should be near other active areas like the blocks or dramatic play centers to avoid disturbing quieter activities.
• Store musical instruments and props on an accessible rack or shelf.

"Music shelf in a young preschool classroom". by Heather Carter is licensed CC-BY-SA.

Science/Discovery

The science center engages children in exploration, observation, prediction, hands-on experimentation, and documentation (including graphing) with natural materials, magnifying glasses, observing natural phenomena, and other sensory experiences.

• The size of the area needs to accommodate at least two, possibly three children.
• There should be a table for experimentation.
• Lots of natural light is preferred, so the area should be set up near a window so children may observe natural phenomena and objects.
• Aquariums and pet cages should, ideally, be a part of this area.
• Easy-to-clean flooring allows for spills during experimentation to be cleaned efficiently.

"An ideal science and discovery area". by Heather Carter is licensed CC-BY-SA.

Manipulatives

Manipulatives help children develop fine motor skills, problem-solving abilities, following directions, and early math concepts, such as counting, patterning, seriation, and geometry, through hands-on play with small objects.

• Manipulatives should be located near a table- whether that is utilizing meal time tables or having its own dedicated table. Therefore, the size of the space may vary depending on the size and layout of the overall classroom space.
• Ideally, this area will be close to a center for blocks or science/discovery. However, it may placed in between noisy and quiet areas to serve as a buffer.
• Open and accessible shelving should offer a variety of objects and materials such as Legos, table blocks, puzzles, beads and string, interlocking cubes, items for sorting, etc.

"Young toddler/older infant manipulative area". by Heather Carter is licensed CC-BY-SA.

Sand/Water Play

Sand, water, and sensory play is an opportunity for children to experiment while also providing a unique outlet for the expression of feelings and calm.

• Locate the area (or sensory table) near a water source and on washable flooring.
• It can be helpful to use a Waterhog mat for catching spilled contents, rather than towels to avoid a trip hazard.
• If sensory play is set up at a table, consider how many children the bins can support vs. the number of seats available at the table.
• "Keep mops, sponges, brooms, a mini-vac, and cleaning supplies nearby." (Council for Professional Recognition, 2023, p. 132)

"Farm and fall-themed sensory table". by Heather Carter is licensed CC-BY-SA

Literacy

The literacy center fosters language development and love for reading through books, storytelling, and writing activities.

• Provide ample space for using tablets or computers, writing, and reading books. Sometimes, literacy may be separated into one, two, or three areas: technology, writing, and reading depending on classroom space and the age of the children.
  • For example, there would not be a technology or separate writing area an in infant classroom, but there would be a reading area.
  • In a toddler room, it may all be combined as one, depending on what materials are being rotated in, such as adding keyboards and clipboards along with flannel stories or puppets.
• Keep in mind if technology will require outlets.
• Literacy should be grouped with quieter areas and away from blocks and dramatic play.
• Use a couch, rocker, pillows, and soft items to create a quiet and cozy reading area.
• A writing area should include, or have access to, a table that seats 2-4 children.

"Literacy area for older toddlers." by Heather Carter is licensed CC-BY-SA

Alone or Calming Area

The alone, or calming, area in a classroom provides children with a quiet, soothing space where they can go to self-regulate and manage strong emotions. This area helps children develop emotional literacy and teaches them to recognize when they need a break from the classroom’s busyness. The primary goal of the alone area is to offer a safe, non-punitive space for children to calm down and recharge.

• This area should be small and cozy, designed for one or two children at a time. It can be as simple as a corner nook with a soft chair, cushions, or a small tent.
  • If classroom space is small, it is appropriate to designate an existing space as an alone area if needed, such as a portion of the library or a discovery area.
• Soft carpeting, rugs, or floor cushions help create a relaxing, sensory-friendly environment. The floor should be comfortable enough for children to sit or lie down if they choose.
• Place the calming area in a quiet, low-traffic section of the room, away from high-energy centers like blocks or dramatic play.
• Provide soft lighting or natural light to enhance the calming effect.
• Ideally, it should be partially enclosed to give children a sense of privacy without isolating them from the rest of the class, but still allow professionals to maintain supervision.
• Stock the area with calming tools like stress balls, fidget toys, sensory bottles, and picture books about emotions. Posters or visuals with deep breathing techniques or emotion charts can also help children self-regulate.
• If needed, incorporate a visual timer to help children understand how long they can stay.

"Sensory nook" serves as a calming space in addition to a discovery area. by Heather Carter is licensed CC-BY-SA

Cooking

The cooking center offers children opportunities to develop life skills, learn math concepts (measuring, counting), and explore nutrition.

• Cooking does not need to be a separate area in a classroom, such as other learning areas. It does require consideration of where cooking activities may take place when organizing the classroom environment.
• May need access to electrical outlets for appliances and a water source.
• A large table that seats 4-6 children is preferable. Meal time tables work usually work well.
• Consider having a space on a wall or the back side of a shelf to hang large recipes.
• Easy-to-clean surfaces are essential for handling food spills.
• Store utensils, mixing bowls, measuring cups, and child-safe tools within reach of an adult. They do not have to be accessible within the classroom environment all the time.

"Toddlers making tortillas". by Heather Carter is licensed CC-BY-SA.

Woodworking

Woodworking is one of the more controversial areas in a preschool classroom, as it is seen in most high quality programs, but must be approached with caution and active supervision. Handling tools like hammers and sandpaper strengthens hand muscles crucial for writing and self-care tasks, while the process of planning and building projects enhances children’s reasoning and problem-solving abilities. Research shows that fine motor skills are linked to later academic success, particularly in literacy and math (Grissmer et al., 2010), and woodworking provides a rich, hands-on way for children to develop these competencies. Additionally, woodworking encourages persistence, creativity, and a growth mindset as children experiment with materials and learn through trial and error (Burris, 2018). These cognitive and physical skills contribute to broader school readiness and future academic achievement.

As you introduce woodworking concepts, offering opportunities to pound and manipulate playdough with young preschoolers and older toddlers is a great precursor to introducing basic tools in planned activities before incorporating tools as part of the everyday environment when children are ready.

• Allocate a small space for 1-2 children to work at a time at a child-size work bench.
• Durable and easy-to-clean flooring is best. Ensure that the surface can handle the occasional dropping of tools or small wood pieces.
• Location is flexible, but should be kept away from the most quiet of areas, such as the alone or calming area.
  • It’s best positioned near the blocks or science centers, where the use of tools and construction might feel more natural.
• Provide real, child-safe tools like small hammers, hand drills, sandpaper, nails, screws, and wood scraps. Use pegboards or storage bins to organize tools at child height. Safety goggles should be readily available and required for use.
• Clear rules should be posted and/or shared about how to use tools safely (preferably introducing the tool as a group before incorporating into the center), and the teacher should always supervise this center.

"Woodworking bench and tools." by Heather Carter is licensed CC-BY-SA

References

Burris, P. (2018). Hand in hand: Crafting with young children. Early Childhood Research and Practice, 20(1).

Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46(5), 1008–1017.