Allen Chapter 13
Download as PPT, PDF0 likes65 views
The document discusses how to arrange early learning environments. It recommends minimizing clutter, ensuring safety, providing consistent routines, and setting up areas for different activities like sleeping, learning, and discovery. Transitions between activities should be planned to ease pressure on children. The environment should promote independence, learning, and both teacher-led and child-led activities. Safety, visibility, age-appropriate materials, and allowing freedom of movement are also important considerations in planning early learning environments.
Allen Chapter 13
- 1. ©2015 Cengage Learning. All Rights Reserved. Chapter 13 Arranging the Learning Environment
- 2. ©2015 Cengage Learning. All Rights Reserved. The Inclusive Environment • Arrange environments so that all children can be successful. – Loud and distracting noises can be difficult for children. – Ensure safety with floors and areas of movement. – Minimize clutter and confusion. – Provide a consistent and structured routine with clear expectations.
- 3. ©2015 Cengage Learning. All Rights Reserved. Preventive Discipline • Ensure environment and schedule sets children up for success. • Have clear and well communicated expectations. • Support positive behaviors.
- 4. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning • Set up the environment for learning to take place. • Arrangements, materials and activities should be sensitive to developmental sequences.
- 5. ©2015 Cengage Learning. All Rights Reserved. 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.
- 6. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning (continued) – 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.
- 7. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning (continued) – 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.
- 8. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning (continued) – Sleeping area • 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.
- 9. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning (continued) – 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.
- 10. ©2015 Cengage Learning. All Rights Reserved. Arrangements for Learning (continued) – Discovery learning • Children discover while engaging with materials. • Play is a form of learning through a child-initiated activities.
- 11. ©2015 Cengage Learning. All Rights Reserved. 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.
- 12. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) – Safe outdoor environments • Supervision • Age appropriate • Safe fall zones • Equipment and surface maintenance
- 13. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 14. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 15. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 16. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 17. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 18. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • Offering choice – Giving children options for play or snack. – Allowing children to assert their independence. – More options to learn the same material.
- 19. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • Novelty versus familiarity – Children like the familiarity of their class. – It provides comfort. – Novelty, though, keeps the excitement going.
- 20. ©2015 Cengage Learning. All Rights Reserved. Planning Early Learning Environments (continued) • 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.
- 21. ©2015 Cengage Learning. All Rights Reserved. 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. – Ensuring orderly sequences—the schedule should flow, not be choppy without connections. Build in transitions.
- 22. ©2015 Cengage Learning. All Rights Reserved. Scheduling (continued) – Giving advance notice—let children know that one activity is ending and a new one is about to begin.
- 23. ©2015 Cengage Learning. All Rights Reserved. Scheduling (continued) • 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. • Sample daily schedule in text
- 24. ©2015 Cengage Learning. All Rights Reserved. Scheduling (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.
- 25. ©2015 Cengage Learning. All Rights Reserved. Scheduling (continued) • Teacher schedules – Specifies the location and activities throughout the day. – Teacher-structured activities such as planning, preparing, etc. to be scheduled. – Planned staff meetings to discuss classroom and children's’ needs.
- 26. ©2015 Cengage Learning. All Rights Reserved. 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.
- 27. ©2015 Cengage Learning. All Rights Reserved. Transitions (continued) • 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.
- 28. ©2015 Cengage Learning. All Rights Reserved. Transitions (continued) • 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.
- 29. ©2015 Cengage Learning. All Rights Reserved. Transitions (continued) • Consideration for early elementary years – Children should be encouraged to be independent and responsible for own behavior and learning. – Children are expected to improve their literacy skills. – A balance of high physical activity with quiet activity is necessary. – Provide for differentiation through varieties of activities and materials.