Arranging the learning environment chapter 13
- 1. Arranging the Learning Environment Chapter 13 from The Exceptional Child: Inclusion in Early Childhood Education; Allen, K. Eileen and Cowdery, Glynnis E.; 2015
- 2. Special Note •This chapter may provide the most guidance as you complete your Key Assessment for EDU 221: Designing an Inclusive Indoor and Outdoor Environment
- 3. “Third Teacher” • A well designed environment maximizes learning and leads children to have appropriate behaviors • I remember my favorite training I have ever had. Years ago (25+), a woman came into my room for several days to observe the environment and the engagement rating of the children in my care – 10 children with identified special need, ages 3 – 5 years old. There were 2 assistants in the room with me. • The “Aha!” moment came when she showed me (and told me) that carefully planned and interesting environments minimize misbehaviors. We reworked the schedule. We examined the environment. I had been expecting my children to behave! Instead, I learned that they behaved when the room and activities met their needs. I wish that same type “Aha” moment for you!
- 4. Inclusive Classroom Environments • All children are included • All children are interacting and having fun • Necessary therapeutic equipment may be fun and available to all children • That which provides safety and security for a child with special needs also provides safety and security for all children • Order reduces unnecessary distractions for all children and enhances independence • Flexible consistency helps all children feel comfortable and allows them to take risks within the parameters and each child’s comfort zone.
- 5. Preventive Discipline • How can the environment be arranged to promote positive behaviors and reduce problems? • How can adults, with knowledge of typical child development, anticipate behaviors and help avoid problem behaviors? • How can adults use observations to prevent problems and set up learning opportunities to teach new skills that promote positive behaviors?
- 6. Arranging for Learning • Remember DAP? – knowledge of the predictability and sequential nature of child development while taking into account individual differences • Learning for • Self-help skills (independence skills) – appropriately sized furniture and accessories, visual cues, labels, private space, alternative activities, etc. • Teacher-structured activities – large group, small groups, one-on-one, teacher-centered, student-centered, planned, spontaneous, etc. • Discovery learning – free play, clearly delineated learning areas, see suggestions in text on pp. 336 - 339
- 7. Planning Early Learning Environments • Safety • Organized and orderly • “SAFE” outdoor environments • Visibility • Good match between children, developmental levels, and materials • Ease of movement • Independence • Availability of Teachers • Choice • Novelty with familiarity • Flexibility
- 8. Scheduling • Account for individual differences • Vary active and quiet activities • Orderly and sequential activities • Providing advance notice of pending activity changes • Providing ample time to meet needs and interests • Use of embedded learning opportunities within schedule • Appropriate scheduling to meet teacher needs and requirements • Identifying and teaching procedure expectations
- 9. Review • The environment and the schedule can drive learning and motivation while encouraging appropriate behaviors • Considerations must be made for what we know about child development in general and individual needs for the children in our care. • Learning includes independence skills, teacher structured activities, and discovery learning. • Environments and schedules will change as the year progresses and as children gain new skills. • Smooth transitions work best when children are able to move at their own pace and waiting is minimized • Procedures must be taught.