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Learning environment (Physical environment (Displays (Materials to avoid,…

- - - - Developmental abilities of the children [concrete & realistic objects VS objects to use imaginations (empty boxes, Styrofoam)
      - Familiarity and interest
      - reflects all members/children in the class
      - Not constant [ must reflects the class topic/ theme or different set-up (etc: dramatic play, art center, language center)
    - - Has electronic technology as the focus
      - lure young children into focusing on outer appearances
      - emphasizes violent, sexualised language or behavior
      - linked to teens/adults programs, movies, video games
      - play to candy or unhealthy food
  - - - incorporate soft elements into room add ceiling materials that absorb sound such as draping hangings
        model using a low voice
        cover walls and backs of bookcase with rough and soft or porous surfaces like cork board, divider drapes, carpet
    - - can cause hearing loss, elevated stress levels, pose a great threat to those learners with visual, hearing or central nervous system disabilities additional emotional and physical stress and affecting relationship
  - - - tips:
        
        Place centres that are linked closer together to share materials effectively etc: block play and dramatic play
        
        use vertical space
        
        mobile storage untis to store materials
        
        stackable drawers/open containers on crates or wheels
        
        use the large group area for more than one purpose
        
        increases usable space
        
        keep storage units that contain materials that are used for more than one area in central location
  - - - :
        
        Display space
        
        Traffic flow/ patterns/ Pathways
        
        Separation of areas
        
        Extension of play over time
        
        Separation of spaces
        
        Messy areas
        
        Specialised areas
        
        Storage
        
        Visibility
        
        Size of space
    - - Age-appropriate: meeting different age group needs
        
        Versatile: various functional aspects
        
        Active Learning: active engagement alone or with others
        
        Safety: materials and activities are safe
        
        Flexible: able to adapt to changing needs and interests of children
        
        Aesthetic:aesthetically pleasing
  - - - Protect children's health
        
        Pests (ants, mosquitoes)
        
        UV rays (choosing suitable time for outdoor play 11AM-3PM)
      - provide variety of activity areas 1. areas to climb, crawl, jump 2. Places to swing, slide 3.riding wheeled toys such scooters, tricycles, bikes
      - Provide safe playground
        
        Supervision: Anticipation, Behavior, Contact
        
        Age-appropriateness: appropriate physical chhallenge
        
        Fall surfacing: sand, rubber
        
        Equipment maintenance: regular review
      - effective playground design: divide space into zones, provide shade and protection, storage, aesthetics
- - - - Prolonged
        
        No clear instructions
        
        Inconsistencies in procedure
        
        Many class transit at the same time
        
        Many transitions in a short period of time
        
        children are not engaged, wait with nothing to do
    - - Tips
        
        Give children transition notice (prompts, songs, counting)
        
        allow sufficient time
        
        give children specific task
        
        be clear and consistent in instructions
  - - - Pace: determined by overall schedule of events, Teachers set pace: changing of activities, children set pace: accomplish educational goals at their own pace without pressure
      - Variety: achieved through size, purpose, interest, composition (skills) and duration taken, groups are formed either by: 1. observed needs of the children, 2. balance between more and less skillful children, 3. by chance (friendship)
      - Overall balance: short & long time segments; active & quiet periods; self directed & teacher directed activities; time spent indoors and outdoors
      - Routines: must be taught, modeled and practiced consistently, taught at the beginning of year, introduce few at a time.
  - - - Classroom rules:
        
        keep it short (4-6 rules)
        
        clear, explicit, stated positively
        
        general but important
        
        involve the children in creating rules
        
        implement from the first day