The planning of the classroom setting is based on existing theories of play and principles related to the planning of quality environments in preschools. The art center embodies the components of effective classroom planning as it facilitates both social and academic needs of the students (Dickinson & Tabors, 2001).  The location of the art center is perfectly structured to reflect an effective organization accessible to all the students. In addition, the components of the art center are bound to present an aesthetic appeal thus making the classroom even more appealing to students. The culture of art in improving the social well being of the students is also important in the improvement of comfort among the students. The location of the art center at the far end of the classroom facilitates efficient movement of the students and the teachers.

The overall environment of the classroom is further enhanced through the integration of the art center. Indeed, the location of the art center incorporates an inclusive environment by encouraging the learning of artwork amongst young children. The development presents an opportunity for the students to grasp concepts in art at an early age thus aiding in their development. Further, the social environment depicted by the establishment of the art center is important in the social development of the students. The structure and location of the art center provide support for the learning of students through play and involvement in fun activities. In this regard, the students cannot find the concepts and skills taught to be too formal and boring. Rather, students are more likely to approach learning as a fun-filled activity thus improving their understanding and comprehension (Rieber, 1996). The acquisition of art skills is also facilitated by the existence of the art center thus enhancing the process of learning through play.

Still, the location of the art center is warranted for its potential to improve the learning environment in general. The recommendation of the art center resonates with the concepts and ideals of quality environments for improved learning among students. In particular, the art center support s the different stages of play. The availability of enough room for movement allows children to acquire unoccupied play especially those at the age of two years or below. Further, solitary play is improved through the use of toys and small objects that can be located at the art center. Also, the limited number of seats in the art center provides for the exercise of onlooker play in which students learn by observing their peers as they play. Other types of play that are encouraged by this type of arrangement include parallel play and associative play where children play together. Also, the art center allows for organized play by encouraging groups of children to play together in the classroom.

The establishment of an art center is also in line with the goal of ensuring children rights are observed. By encouraging children to be creative in their little way, the art center supports the right of children to express their views on matters that concern them. Also, the art center supports the right of children to education by facilitating their learning process (Archard, 2014). By encouraging children to play together, the art center guarantees children the right to fair treatment without discrimination. Evidently, therefore, the art center is a necessary addition to the improvement of children’s welfare.

References

Archard, D. (2014). Children: Rights and childhood. Routledge.

Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational technology research and development, 44(2), 43-58.

 
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