Christine's Midterm Study Sheet PDF

Curriculum Planning and Open-Ended Learning Experiences Explain selection criteria and appropriate uses of open-ended materials and loose parts which will enhance and extend all preschool- aged children’s natural inquisitiveness. Identify practitioners' role in facilitating child-led, play...

Curriculum Planning and Open-Ended Learning Experiences Explain selection criteria and appropriate uses of open-ended materials and loose parts which will enhance and extend all preschool- aged children’s natural inquisitiveness. Identify practitioners' role in facilitating child-led, play-based experiences. Loading… Preschool Learning Environment Week 1 Curriculum Planning REVIEW Creativity and Open-Ended Experiences Loading… Learning Outcomes  REVIEW: Describe the selection criteria for open-ended and loose materials. Identify practitioners’ role in facilitating child-lead, play-based, open-ended experiences. How would you define Creativity? Creativity is… The ability to see things in new ways Boundary breaking and going beyond the information given Thinking unconventionally Making something unique and original  Combining unrelated things into something new Creativity is… “expressed in many ways (art, music, drama, language, mime…)” Schirrmacher, 2002 Brain Research early experiences directly affect the way the brain is wired the environment influences brain cells and the wiring connections between them therefore, play experiences are vital to the development of neural pathways Schirrmacher, 2002 Logical Organized Creative Abilities Body Awareness Loading… Process rather than Product Children’s play experiences should: Focus on the process of play rather than the production of a product Allow children to be in control of their play by being given the freedom to engage in play, explore, and to be able to make mistakes without the feeling of failure Evolve from the child, be voluntary and self-initiated. Materials to enhance creativity Provide sensory experiences (children learn through their senses)  Provide materials that encourage self- expression Provide open-ended materials and loose parts What Are Open-Ended Materials? Open-Ended Materials Selection Criteria No right way, no one way, no wrong way to use these materials Encourage individual expression Encourage unique and novel ways to explore materials Provision of loose parts Open-Ended Play Children determine what to do, how to do it, and what to use. Means not having a fixed answer  Unrestricted Which allows for future change CAN YOU THINK OF ANY EXAMPLES? WHAT ARE YOUR THOUGHTS ABOUT THIS IMAGE? Give Them Time… Children who have always been told what to do, may need time to get involved in open- ended play Children who are familiar and happy with free- flow play still need lots and lots of time to experiment, discover, create, and re-create. Loose Parts / Loose Materials Read the Article: Loose Parts: What does this mean? Answer the questions below in the notes section of this slide proposed by architect Simon Nicholson in 1970 It is the belief that Loose Parts in our environment empower our creativity. ‘In any environment, both the degree of inventiveness and creativity and the possibility of discovery, are directly proportional to the number and kind of variables in it.’ ~ Simon Nicholson, Architect What are Loose Parts?  Loose Parts are materials that can be moved, carried, combined, redesigned, lined up, taken apart and put back together in multiple ways Materials with no specific set of directions (open-ended) Moveable materials that children can use in their play They are materials with no specific set of directions that can be used alone or combined with other materials. Activities with the greatest potential for creativity are characterized by requiring the least amount of control and instruction from the teacher.  Be clear in your own mind … What Impedes Creativity Structured activities A focus on the end product versus the process Keeping clean and tidy Inability to allow children to take risks Inflexibility Short periods of free play Worrying about what others think An adult’s approach and response Loading… How do we support Play with Loose Parts? 1. Provide a wide variety of loose parts. Make a loose-parts wish list and start your collection by going to your best resources — parents, family, friends, and local businesses. You might be surprised by the treasures people store in attics, basements, garages, crawlspaces, and warehouses. Look for specialized loose parts, such as tires (go to garages or junk yards), logs, branches (when collecting from woods, forests, and gardens, make sure you have permission to gather items), or milk and bread crates (from farms, dairies, bakeries, etc.). Find out if there is an organization or store in your area that sells used and recycled industrial scraps and other unique recycled materials. If you visit one of these places, you may find anything from strips of material nylon, to tubs of corks, to keys, to tile samples, and perhaps even to barrels overflowing with foam pieces in a wide variety of shapes. 2. Promote child-initiated play. Several studies of play with loose parts note that a substantial majority of the play observed is child driven (that is, planned and organized by the children themselves).  Child directed play contributes to the development of specific cognitive skills called executive function. 3. Encourage children to solve problems with materials. Let them do this on their own or refer one child to another for assistance. Be available to provide support if needed. 4. Listen to the Children Use materials in the same way that the children do. Ask them to suggest other ways you can use the materials. 5. Participate as a partner in children’s play. Take on the roles children assign you. Ask how you can help children achieve their goals – for example, what additional materials you can gather, or how you can add parts to the structures they are making. Don’t try to teach – be the co-learner and the co-constructor. 6. Focus on children’s strengths. Share their enthusiasm for exploring the materials and inventing ways to use them. Acknowledge through descriptive feedback when children solve problems. Safety First  Please use great care and good judgment when collecting and using all materials with young children. Teachers, parents, and other adults would carefully determine if the materials are clean, not sharp, non-toxic or potentially harmful before allowing children to use them. All activities with young children require close and uninterrupted adult supervision. Summary Creativity is a process that develops over time Adult influences greatly affect a child’s creativity Children require appropriate materials and environments that encourage creativity Definition of CLIMATE →aka Environment “… refers to the affective (social and emotional) conditions that contribute to the overall mood and culture in an environment.” (Shipley p.69) Positive versus Negative Climates Healthy vs. Unhealthy Climates What Creates a Responsive Environment?... Loading… WHAT ARE THE essential 3 Components of a RESPONSIVE ENVIRONMENT IN AN EARLY LEARNING AND CARE SETTING? PEOPLE  MATERIALS PHYSICAL SPACE Curriculum A system of intentions and plans to promote development and learning based on an education philosophy and theory It starts with children’s needs and accounts for the priorities of society Curriculum is defined as what to teach and how to teach it  Curriculum is everything a child experiences within the environment Climate is influenced by curriculum approaches…. Constructivist Children create and extend their mental structures, frameworks (Schemas), and understanding through their own experiences: Children need experience with concrete objects (Piaget) The social environment is very important (Vygotsky) Constructivism Is a philosophy of learning founded on the idea that learning occurs most effectively when the individual actively processes the information in a way that is meaningful to him/her. Remember this description as we move forward to Howard Gardner’s Theory of Multiple Intelligence… The essential belief of constructivist approach is that children learn best through play. What are the characteristics of play? a c p s i  Loading… Constructivism Requires that play-based curriculum and learning experiences: are based on children’s interest are relevant to children’s inquiries (questions), abilities, responsiveness to the learners, and its ability to engage their attention and promote curiosity require children to think and to figure things out and promote children’s reasoning (trial and error, child-lead) Provides time for children’s investigations Using assessment and documentation to highlight learning and ongoing revision of curriculum planning  “Every time we teach a child something, we prevent him from inventing it himself” said Jean Piaget Howard Gardner's Multiple Intelligences Not all children learn in the same way - Every child is unique. Dr. Howard Gardner, a professor of education at Harvard University, developed a theory of multiple intelligences. His theory challenges the traditional idea that intelligence is measured only by tests of language and mathematical skills (Gardner 1999). Instead, there are MANY types of intelligences that exist in everyone Multiple Intelligences just to name a Few… Emergent Curriculum Largely based on teacher observations and understandings of children’s lives. It includes ideas of being socially relevant and personally meaningful to children. Inquiry & Project Approach inserted into curriculum The curriculum is not simply derived from children’s interests, but it is negotiated with other factors. Sources of Emergent Curriculum include children’s play; interests; things, events, and people in the environment; developmental tasks; family and cultural input, community events, and curriculum resource materials.  Goal is for learning opportunities to be purposeful to have an authentic and genuine impact on the learner’s knowledge and understanding Moving away from transitional, industrial-age educational practices which relied on memorization of large quantities of information To plan an emergent curriculum requires observation, documentation, creative brainstorming, flexibility and patience.  Key Features of Emergent Curriculum Not a Linear Process Cyclical Nature Flexibility and Responsiveness Collaboration Making Learning Visible What NOT to do Tokenism: Using only food, fashions, and festivals to show ‘exotica’ of cultures Tourism: Children visit a culture by participating in a few activities and then go “home” to their regular classroom life Colorblindness: Claiming to ‘not see colour’. Racial inequalities exists where race (and racism) is no longer seen as relevant. Ostrich-in-the-sand Approach: Ignoring bias and diversity FALSE Rationales An educator’s own discomfort Inaccurate belief that the children are too young to understand race, racism, and /or any bias the belief that it is the parents' responsibility to teach children about bias the belief that there is not enough time to devote to these issues A lack of knowledge and/or unfamiliarity with available resources  the belief that seeing and naming bias and or any stereotype (particularly race) makes you a racist Berman et al, 2017, p. 54 Instead… Integrate activities into daily learning experiences the climate of the playroom reflects, daily, diverse cultures and dimensions of diversity year around differences in how each family celebrates are evident and respected Talk about underlying meaning of holidays, rituals, and activities Challenge the commercialization of holidays What Does this Look like? Loading… Anti-bias Approach  Seeks to nurture the development of every child's fullest potential by actively addressing issues of diversity and equality in the classroom. -Children are aware of differences in color, language, gender, and physical ability at a very young age. -Children learn by observing the differences and similarities among people and by absorbing the spoken and unspoken messages about those differences. -Be sure that evaluation of children’s abilities and growth also respects diversity Anti-Bias Curriculum Anti-Bias Curriculum Goals Specific curriculum goals of anti-bias curriculum are to foster each child’s:  construction of a knowledgeable, confident self- identity; comfortable, empathic interaction with people from diverse backgrounds; critical thinking about bias; ability to stand up for herself or himself, and for others, in the face of bias. CREATING an Anti-Bias CLIMATE Phase 1: involves teachers raising their own awareness of anti-bias issues Phase 2: involving children Phase 3: evaluating the classroom environment Phase 4: involving parents Anti-Bias Implementation  "Teachable moments" that arise from observing and interviewing children are one starting point Piaget’s Types of Knowledge Jean Piaget specialized in exploring the process of how children learn. One of Piaget’s most significant contributions to psychological understanding was his theory of knowledge types. By understanding these proposed types of knowledge, you’ll be able to better understand the ways in which children acquire knowledge. Loading… According to Piaget there are, Three types of knowledge 0Physical knowledge is the knowledge that children derive directly from objects 0Logico-mathematical knowledge develops from physical knowledge as children create and invent relationships among objects (math concepts) 0Social knowledge is acquired from children's culture and their interactions with people Physical Knowledge 0The first type of knowledge acquired 0Develops with use of senses to help children create mental pictures of various objects, and it enables the child to understand various characteristics of that object. 0This knowledge does not rely on any previous knowledge 0Children take in their physical knowledge by gathering the information as they explore the characteristics and attributes of the objects 0Children interact with their environment (their world) through observations. Loading… Social Knowledge 0Comes through the interactions of an individual with another. 0Through social experience, children learn the rules of social behaviour. 0Examples: My name is…., Christmas is on Dec 25, It’s polite to say thank you for a gift, names and practices, customs and traditions made up by people. “understanding basic concepts and practicing learning to learn skills are more important during the early years than acquiring prescribed facts and subject-based knowledge” (Shirley, p. 144) How do children construct physical knowledge? Process Approach 0A) By acting on objects 0B) By causing movement 0C) By observing changes How do children construct physical knowledge? Process Approach Physical knowledge is constructed when children physically explore objects and make relationships among them. Piaget states “Knowledge is derived from action....To know an object is to act upon it and to transform it". A) By acting on objects -feeling -seeing -tasting -smelling -hearing B) By causing movement -pushing -mixing C) By observing changes -rolling -blowing -baking soda and vinegar -Flour goes from solid to liquid in water “…to be effective, learning must be active. Research shows that learner-  centred approaches to teaching that change and develop student thinking get better results in terms of student learning outcomes than traditional information transmission methods” Deep Learning vs Surface Learning – Richard James Rogers Loading… Where do I START…? Inquiry-Based Learning… Starts from a place where learning is viewed as an interaction in which 2 or more individuals work together in an intellectual way, each party contributing to the thinking to solve a problem, clarify a concept, reflect, extend a narrative… It includes: -Provoking -Harnessing children’s curiosity -Finding the soft spots in children’s theories Inquiry Based Learning 0An approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue of importance. 0It requires more than simply answering questions or getting a right answer. 0It espouses investigation, exploration, search, quest, research, pursuit and study. 0It is enhanced by involvement with a community of learners, each learning from the social interaction. 0Kuklthau, Manitoes & Caspari, 2007 0Why do leaves change colours? 0How did the curtain move? 0How do things run? 0Is it alive? 0What’s faster? 0Will this float? Inquiry Based Learning- The Children 0Children are open to wonder and puzzlement. 0Children are eager to learn about their world. 0Children are taking ownership of their learning, we empowering them. 0Children view learning as an ongoing process and get the connections.  Value of Inquiry Driven Play-Based Explorations 0Practice in choosing, negotiating, planning, thinking, problem solving and taking risks 0Helps children take the perspective of others 0Listening to other’s theories and thought processes 0Develops ability to understand that others have beliefs, desires and intentions different from their own 0Theory of Mind 0Practice self-regulation Intentional Teaching is… Thoughtful and purposeful design, organization, and implementation of early learning curriculums and environment Educators are deliberate and thoughtful in their daily decisions and actions Intentional teaching involves making ongoing decisions about the curriculum and pedagogy Planning & Setting Up Learning Experiences How do I plan a physical knowledge opportunity? FILL IN THE BLANKS (without looking at your booklet) 0Rationale: ________________ ___________ 0Materials: ________________ ____________ 0Process: ________________ ______________ 0Outcome: ________________ ____________ Planning & Setting Up Learning Experiences How do I plan a physical knowledge opportunity? 0Rationale: What are the children curious about and asking questions about? What would be of interest to the children? 0Materials: s elect real, concrete, open-ended materials 0Process: allo wing children to explore and discover on their own 0Outcome: co nstruction of knowledge, answers to their questions, or further inquiries, and positive self- esteem  How Do I Introduce a Physical Knowledge Learning Experiences? 0Putting out materials that maximize children’s curiosity 0Presenting materials and saying, “I wonder…. Will it sink or float?” 0Proposing a specific problem, “Can you….”  People - Educators 0The critical ingredient in the learning environment of ECE programs is the interactions among and between children, families and educators. 0The organization of time and space can maximize the quality of interactions OR hinder possibilities for nurturing and stimulation. Educators and Children 0Responding to how children feel and think maximizes well-being and learning. 0Responsive educators pay attention to children’s cues, feelings and ideas, communicate clearly, and encourage back-and-forth interactions. Facilitating Physical  Knowledge Learning Experiences: Continuing the opportunity and Sustaining the engagement, curiosity, and motivation During the explorations ask: * Why do you suppose....? * What might happen if....? * How can we find out if....? * How did you do that? Interaction to Support Children’s Thinking Intentional teaching Purposeful, thoughtful design of social and physical environment Scaffolding: Communication and actions that build on what children know and can do Shared, sustained thinking & Cognitive sensitivity: Working together to solve a problem, clarify a concept or extend a narrative. Figuring out children’s ideas and emotional state Follow up after the opportunity? 0What happened when you....? 0What did you have to do to...? 0What do you want to try next time? Self and Preschoolers REFLECTION in Research Meetings ☺This is the time for large group carpet times Loading… Reflective Practice…. …guides decision-making and planning as educators analyze different aspects of experiences and consider what should be repeated, extended, or changed. …pays attention to seeking children’s views and to their ideas and theories …can also mean looking back at curriculum decisions Reflective Practice Questions educators can ask themselves: 0What are children saying about what they are doing and thinking? 0How motivated, curious, and interested are the children? 0How are they playing and/or interacting with each other? 0Do they show any joy and delight? 0What would they like to try out next? Making Learning Visible Through Documentation More than a record… -It offers a process for listening to children -For creating artifacts from that listening -For studying with others what children reveal about their competent and thoughtful views of the world -To put on display their growth and learning Types of Science Types of Science Formal Science Informal Science Incidental Science Science / Physical Knowledge Formal 0Teacher-directed 0Materials prepared 0Skill building i.e. Observation 0Scientific approach Types of Science Informal 0Little teacher involvement 0Child-directed 0Occur in multiple areas of the room 0Activities easily accessible 0Teacher’s role – use open-ended questions and verbal assistance to promote discovery Types of Science  Incidental 0Not planned 0Spontaneous 0As events occur Types of Science “It is curiosity, the drive to make sense out of something in our surroundings, that causes children to reach out, touch, and wonder and it is curiosity that moves scientists to do the very same things.” Abruscat,1992 Inquiry Based Learning- The Teachers 0Teachers give opportunities to seek answers to questions that are interesting , important and relevant to them. 0Teachers are not telling but constantly “ asking”. 0Teachers are also learning and are engaged in the learning with the children. Inquiry Based Learning – Literacy and Numeracy 0Literacy and numeracy are imbedded within the context of the inquiries. 0In teacher directed classrooms, subjects tend to be divided by headings, in the inquiry-based classroom, children learn in an integrated way. 0The way we learn transcends the individual subject headings Invitation for further learning… Optional 0Capacity Building Series - Government of Ontario Teacher Resource: Getting Started with Student Inquiry (HINT: Consider Documentation and Representation) Physical knowledge is the knowledge that children derive directly from objects ⚫Social knowledge is acquired from children's culture and their interactions with people ⚫Logical-mathematical knowledge develops from physical knowledge as children create and invent relationships among objects (math concepts) Loading…  “Research suggests that children’s early mathematical experiences play an enormous role in the development of their understanding of mathematics, it serves as a foundation for their cognitive development and can predict mathematical success in high school years.”(Shakless, OHara, & Demarest, 2008, p.1) …includes relationships each individual constructs to make sense of the world and to organize information (such as same and different, more and less, number, classification). It is Abstract and must be Invented Logical-Mathematical Knowledge Loading… LOGICAL-MATHEMATICALKNOWLEDGE Why Learn Math? ⚫integrated in everything day life ⚫importance of the foundational early years ⚫move beyond simple memorization to deeper understanding and confidence Logical-Mathematical Knowledge ⚫Physicalknowledge is the base of mathematical knowledge. ⚫When they understand physical knowledge, children are then able to see similarities and differences in things through the mental processing of information that they obtain. Logical-Mathematical Knowledge ⚫This knowledge is about forming relationships (associations) between objects in their minds. ⚫Must be Meaningful and Relevant How Children Learn Math Concepts ⚫Sensorimotor experience with numeracy  How Children Learn Math Concepts ⚫Moving from the physical characteristics to relationships between items Loading… How Children Learn Math Concepts ⚫Children compare these understandings and identified relationships in social and cultural contexts ⚫Educator’s role is to draw attention to numbers in their world. Some examples are: ⚪cooking recipes ⚪talking about their ages, ⚪their address,  ⚪their size, ⚪their weight, ⚪distances, speeds, ⚪telephone numbers, ⚪prices, the use of money, ⚪telling time, reading time, ⚪ tables How Children Learn Math Concepts ⚫Children learn math and science through: ⚪Spontaneous experiences ⚪Initiated by the child ⚪Informal learning ⯍“Teachable moment” ⚪Structured learning – Emerges from Above – Emergent Curriculum  Math Development As children develop their thinking related to mathematical concepts, they go from Concrete To Representational To Abstract CRA Method Math Development It needs to be: Individual learning style Personal experience Their own pace Not Forced Mathematical Concepts Early learning practitioners must offer children: ▪Concrete mathematical experiences ▪Play-based experiences that focus on: 1.Counting / Numeracy 2.Shapes 3.One-to-One Correspondence 4.Matching vs. Common Relations 5.Patterning 6.Classifying 7.Graphing 8.Measurement 9.Seriation 10.Sequence / Time 11.Estimating ….and More 1. Number/Numeracy/Counting  2. Shapes Through everyday experiences Preschoolers will work towards representing, relating, and describing shapes and space (NGA Center & CCSSO 2010). Preschool will develop through play how to… ⚫Recognize and compare 2D and 3D shapes ⚫Identify shapes ⚫Learn new math words ⚫Discover shapes outdoors ⚫Create and take apart shapes ⚫Play with tangrams ⚫Build a hexagon puzzle ⚫Spatial visualization ⚫Spatial orientation 3. One to One Correspondence Set A: Set B: 4. Matching  Paired Common Relations ⚫The child identifies and pairs items that are associated together but are not identical. 5. Classifying a.k.a Grouping/Sorting ⚫ Involves the ability to identify what a number of items have in common which form a group or class.  5. Classification oUnderstands of a class and time. that also anaobject subclass canatbethe a member same 6. Patterning ⚫Patterning oThe ability to order objects in a repeated pattern oTHE UNDERLYING THEME OF MATHEMATICS. oTheory / Formula ⚫Copy ⚫Extend ⚫Create ⚫Ababababab ⚫Abcabcabc ⚫Abbaabbaabba ⚫Abbcabbcabbc ⚫Concrete objects ⚫Body Percussion ⚫Transfer concrete to abstract form  Increase the difficulty Loading… 7. Graphing ⚫Develops naturally from children’s sorting and classifying experiences and from their interest in comparing group of objects ⚫Graphing experiences should build on children’s understanding of more and less 7. Graphing Sequence of experiences ⚫Real graphs (2 groups, then 3…4…) ⚫Abstract representations (build on children’s understanding by adding more columns) Graphs ⚫Graphs provide a visual means to see more, less or the same. ⚫In addition to organizing data graphs develop number concepts and measurement skills. Bar Graph  8. Measurement …defined as identifying measurable attributes and using them to compare objects Preschoolers become aware that there are different ways to describe measurement. They begin to recognize the following measurement attributes and how they can be represented with a number ⚫Length (how long or tall something is) ⚫Capacity (how much something holds) ⚫Weight (how heavy something is) Area (how much space is covered) ⚫Temperature (how cold something is) ⚫Time (how long it takes to get somewhere) 9. Seriation oOrdering oThe child arranges items according to some form of graduated order (i.e. Small-large) oCan identify what comes next in a graduated series. 10. Sequencing: Temporal Ordering ⚫The child can identify logical order of events occurring in time. ⚫ What happens next? 10. Temporal Ordering a.k.a. Sequence (Time) Putting actions and events in order of SEQUENCE Value: oFosters mathematical understanding oConveys a sense of order and a sense of time and its effects oFosters an understanding of relationships between things oFosters prediction skills oRequires memory skills A Holistic View on Learning 0Learning is sometimes thought of in the strictly cognitive or academic sense, yet research in child development has shown us that learning is much broader and interconnected.  The Role of the Early Learning Practitioner ⚫Early learning practitioners: ⚪Exhibit a play-based constructivist approach ⚪Plan for experiential opportunities, not worksheets (rote memorization) ⚪Seek a balance between child-initiated play and intentional teaching ⚪Scaffolding A Numbers-Rich Environment ⚫How can early learningpractitioners create a math-rich environment? ⚫Play “does not guarantee mathematical development, but it offers rich possibilities” (NAEYC, 2002, p.11) ⚫Using play as a tool to teach young children math involves more than presenting various manipulatives to children and leaving them alone to freely explore. ⚫White states, “Had we just talked about measurement; the children would not have sustained the learning. Involving them in meaningful activities increases the chance that sustained learning will occur” The Role of the Early Learning Practitioner WHY ⚫how the educators from this study struggled with recognizing how the children represented their mathematics knowledge and how to build on that understanding through prompting and questioning (Anthony et al., 2015, p. 14) The Language of Mathematics ⚫Math Vocabulary:  ⯍Positional ⯍Directional ⯍Sequence ⯍Shape ⯍Number between middle forward next to circle The early childhood environment is especially critical because: Young children are in the process of rapid brain development They spend many hours in the early childhood environment Loading… Characteristics of Responsive Environments that Support Learning Is inviting and welcoming to All Children (Aesthetically Pleasing, Attractive, Comfortable) Provides enough materials Encourages different types of play Allows children to find, use, and return materials independently Is flexible so children can extend their play by bringing materials from one area to another Allows the children to see and easily move through all the areas of the classroom or centre  Responds to children’s needs and development; Provides for individual differences; consider 10 areas of diversity Positively influences children’s behaviour (indirect guidance); Loading… Prerequisites for designing an effective environment include the teacher’s knowledge of: Child development and DAP Individual Children Children’s cultural backgrounds Curriculum standards Philosophy An effective environment includes high quality learning centres; an effectively arranged room; appropriate furniture, dividers, and shelving; and adequate storage. Learning Centers are Defined as… …areas that are divided from the rest of the classroom Are often organized around a curriculum area or topic Contain a variety of hands-on materials Respect and reflect children’s learning styles and interests Allow children to make choices among different activities within the centre Develop unique content knowledge, skills, and dispositions based on the center’s focus Often Preschool environments contain a variety of learning centres… Dramatic play area Creative art area Literacy Writing area /Book centre Music and Movement Corner Sensory /sand or water Computers (ideally the computers are integrated into other centres) Manipulative / Loose-Parts (math) Science/discovery Block and building area Retreat or alone area Family display area Meeting area Keeping in mind integrated curriculum The Learning Centre A) Dividing the classroom into learning centres  B) How teachers select materials for the learning centres C) Storage and labelling A) Dividing the classroom into learning centres Loading… Strategically Group the Centers Consider the fixed features in the room (i.e., permanent, windows, electrical outlets, sinks, and floor coverings.) To allow children to concentrate and engage centres need to be grouped according to whether they are quiet or active areas Quiet Areas: should be in the most protected areas of the room – away from doors  Noisier areas: should be grouped near each other Which centres can be used in a reciprocal way (i.e., block centre and dramatic centre OR Sensory and art) Planning the Physical Space to Include: Green space… includes trees, gardens, and places to play increases children’s movement and gross motor development increases air quality Planning the Physical Space to Include: Quiet areas provide children with… a place to pause and be alone opportunities to relax places to contemplate  unobtrusive areas Did you know? When there are places to retreat, children interact more with peers, engage in less wandering behavior, and are less hostile and aggressive (Sheehan & Day, 1975). Cognitive development is also enhanced when there are retreat areas (Moore, 2002). Too much stimulation can negatively affect development (Lowry, 1993). This cozy, retreat area encourages children to relax while reading a book. What are some other ideas for retreat areas? Planning the Physical Space to Include: Noisy areas provide children with…  places for sociability of play opportunities for informal contacts with other children places to promote social networks Planning the Physical Space to Include: Flex zones… are areas indoors and outdoors that are designated as multipurpose areas; requires movable furniture. Planning the Physical Space to Include: Small-group places… are located both indoors and outdoors; support children in gathering for play, conversations, focused experiential projects; provide a sense of belonging. Planning the Physical Space to Include: Large-group learning dialogue… is open space used by early childhood practitioners and children to come together for short periods of time; is best situated where children have access to natural light. Planning the Physical Space to Include: Circulation patterns and Pathways… Provide children with opportunities to move from one experience centre to another; Are wide passages that provide children with freedom of movement;  Reduce crowding. Separate various experience centres/areas for play; Provide boundaries for children. Planning the Physical Space to Include: Natural light... affects children’s moods and biological rhythms impacts a child’s growth, physical development, and later academic skills B) How teachers select materials for the learning centres Equipping Interest Areas Materials you select are attractive, inviting, relevant to children’s experience and culture, and challenging but not frustrating LESS is BETTER To minimize sharing problems, put out duplicates of basic materials rather than a large selection of different items Did you Research have behavior, tasks know? self-directed, a(Dunlap, choice indicates andhave of are etactivities al., that more less 1994). children disruptive engaged are more who in In designing the environment: Develop a floor plan Consider design outcomes Consider health and safety  Provide an effective schedule and transitions so that learning through the environment can occur The process does not end you are always reflecting C) Storage and labelling Displaying Materials Have a designated Place ALL children benefit from this type of order (i.e., children with special needs require this consistency and predictability) They can work independently and constructively and can cleanup  BE FLEXIBLE about where children use materials during choice time Loading… There is a need for different types of storage: Materials that are currently being used by children should be placed on low, open shelves Personal storage is necessary to provide for children’s and adult’s needs and acknowledge their importance Adult storage is needed: for replenishment and rotation of children’s materials and toys teacher materials and files cooking, cleaning, and medical supplies Storage and Labeling DEBATE It all depends on the Centers Philosophy → Naturalist & Home Like Environment Did you know? It is best to avoid bright, primary colors that compete with the materials. Instead, select shelving and furniture that is light colored to place an emphasis on the materials and to maximize the lighting (Pardee, 2005). Effective environments can enhance relationships and support program goals, leading to increased learning, independence, and competence in children. Furthermore, the environment can welcome participants by providing a comfortable, joyful place to learn and work. The Environment Adults are a teacher Peers are a teacher The environment is a teacher The Learning Environment An effective environment is also a teacher Effective settings take advantage of learning opportunities.  Allows the teachers to notice what children are doing when materials are intentionally placed at centres then design our experiences/lessons on what emerges from their experience. 0 Environmental Factors Affecting Learning 1.Lighting – if poor, has been linked to hyperactivity, decreased productivity, and poorer health (SAD, or Seasonal Affective Disorder) 2.Colour – affects individuals at two levels: behavioural and learned responses 3.Noise – shown to have negative effects physiological, motivational, and cognitive 4.Placement of learning areas – influences the type of play that may occur 0 Environmental Factors Affecting Learning 1.Aesthetics – influence how the children appreciate and use equipment and materials in their environment 2.Organization of learning materials – influences free choice, sustained activity, type of learning, and independence