©2012 Cengage Learning. All Rights Reserved. Chapter 13 Arranging the Learning Environment.

©2012 Cengage Learning.All Rights Reserved.

Chapter 13Arranging the Learning Environment


Environment

• Physical surroundings that influence the child’s growth

• Surroundings that affect development and learning

• Everything child sees, hears, touches, or experiences


Environment

• People and things surrounding a childExternal environment

– physical surroundings– daily routines– interactions with others

• Need to be developmentally appropriate environments– Match activities to the natural stages of growth and

development.


The Inclusive Environment

• Arrange environments so that all children can be successful.– Avoid loud centers that could be distracting

for hearing-impaired children.– Avoid clutter on floor that would be a hazard

for children with mobility issues.

It’s easier to change the environment than to change the child.


Preventive Discipline

• Communicate to children your expectations.

• Make it easy for children to learn.

• Avoid unnecessary errors.

• Ensure a positive climate.


Arrangements for Learning

• Set up the environment for learning to take place.

• Materials should be at eye level and easily organized.

• Have enough room to move, discover, and play.

• Observe to find problem areas and rearrange centers to stop them.


Arrangements for Learning (continued)

• Types of learning– Self-help or independence skills

• Emphasize activities that promote independence and self-help skills.

• Child learns to dress, eat, and ask for help.



– Toilet facilities• Allowing space to maneuver• A handrail to allow independence in sitting and

standing• A footstool for feet to resist fear of falling in



– Cubby areas• A place for each child to place personal belongings• Kept close to the exit and toilet areas• Allow for independence of saving materials or

getting items for nap time



– Sleeping areas• Put in a quiet area away from distractions• Close blinds, play soft music• Cots should be stored where children can help with

setup and cleanup



– Teacher-structured activities• Have a space where a teacher can work with a

small group, large group, or one-on-one.• Lessons are taught related to skills the children

need to work on.• After the lesson, the goal is for the children to

continue practice on their own.



– Discovery learning—free play, center time• Children discover while engaging with materials• Play is a form of learning through a child-directed

activity


Planning Early Learning Environments

• Safety– Order and organization

• Arrange equipment so that everything has its place.

• Order the environment and reset it so that each child has the opportunity to play with it new.


Planning Early Learning Environments (continued)

– Safe outdoor environments• Supervision• Age appropriate• Safe fall zones• Equipment and surface maintenance



• Visibility– Children will hide to try new things and for the

pleasure of it.– Teachers need to see all areas of the room

and outdoors at all times.– Find a place to stand to allow 100 percent

visibility.



• Matching children and equipment– Check toys for safety.– Include all parts of the toy.– Check for choking hazards.– Toys need to be appropriate for the youngest

learner and yet not bore the more advanced.



• Ease of movement– The class needs to be set up so that the

children can move freely through the room.– The children should not have so much

freedom that they begin to run and cause safety issues.



• Promoting independence– In arranging the environment, all materials

that children are allowed to have should be where the children can reach them.

– Children should know how to put the toys back.

– Shelves should be labeled for ease.– Simple directions should be used for

transitions.



• Teachers’ availability– If the classroom is organized effectively,

teachers can teach.– Zone teaching is one way.– Teachers work in a zone or area and enhance

learning while the children are in that play area.



• Offering choice– Giving children options for play or snack– Allowing children to assert their independence– More options to learn the same material



• Novelty versus familiarity– Children like the familiarity of their class.– It provides comfort.– Novelty, though, keeps the excitement going.



• Structured flexibility– Well-structured environments allow flexibility

in use and design.– The rules are consistent, but the discovery

with the materials is flexible and adaptable to meet each child’s needs.


Benefits of a Well-Planned Environment

• Provides clear choices about materials & activities; promotes engagement

• Invites exploration & discovery; builds confidence

• Provides a sense of stability & order; helps children feel secure

• Defines traffic patterns & activity areas; increases safety & order


Benefits of a Well-Planned Environment

• Defines space where children can be together or alone; supports interaction & privacy

• Organizes the materials so they are accessible to children & children can see how to use & store them; fosters independence

• Separates adult materials from child materials; facilitates smooth transitions between activities


What Are Schedules and Routines?

• Scheduling refers to deciding who will do what and when they will do it. – A consistently followed schedule helps make settings

predictable for both young children and adults.

• Routines are events that are completed on a regular basis, frequently involving a series of responses. – Examples include the routines followed when children

prepare for a nap (e.g., go potty, gather cot and blanket, take off shoes, lay on cot with blanket, and listen to music) or the routines in place when a group of children prepare to hear an adult read a story.


Post Picture Schedule

http://www.eichild.com/r_pages.cfm?ID=232


Scheduling

• Principles related to scheduling– Accommodating individual differences,

lessons relate to each individual’s needs.

– Varying activity levels• vary high-movement activities with quiet activities

to allow children to regain their energy.


Scheduling (continued)

– Ensuring orderly sequences• the schedule should flow, not be choppy without

connections. • Build in transitions.

– Giving advance notice• let children know that one activity is ending and a

new one is about to begin.


Application of Scheduling Principles

• Every center needs to do what works for them.

• Staff numbers and children’s ages and ability levels need to be considered.

• Refer to the text for a sample schedule.


Application of Scheduling Principles (continued)

• Learning goals schedule and embedded learning opportunities– Goals are what is taught.– They come from the IEP or the curriculum for

that age group.– They are taught throughout the day in a

variety of settings using a variety of materials.



• Teacher schedules– This documents what a teacher will be

teaching where in the classroom.– It is done both individually and in a large

group.– It is usually done one week at a time.



• Transitions– Planning for transitions will ease the pressure

of one activity ending and another starting.– Transitions should be planned.– It is a great time to do one-on-one activities or

reinforce a new skill.



• Procedures– Establishing a routine for all procedures will

enable children to be independent.– A piece of music can be used as a cue.– Determine procedures to be taught.– How to teach them.– Practice them.– Reinforce them and review.



• Considerations for infants and toddlers– Use the environment to teach, everything

from the flooring to the lighting.– Set up the environment so that the teacher

can enjoy the children exploring without constant worry about safety.

– Aim for continuity of care, where a caregiver stays with a child for years instead of months.



• Consideration for early elementary years– Children should be encouraged to be

independent.– Children are expected to improve their literacy

skills.– A balance of high physical activity with quiet

activity is necessary.– Outdoor recess should be a consideration.

©2012 Cengage Learning. All Rights Reserved. Chapter 13 Arranging the Learning Environment.

Documents

Transcript of ©2012 Cengage Learning. All Rights Reserved. Chapter 13 Arranging the Learning Environment.