Learning environment

Temporal environment
: relates to time- what Happens, when it occurs, and how Long it takes

Physical environment

Routines: procedures that are practiced and carried out everyday at certain time Etc: going to the toilet, clean-up time, meal time

Transitions:
what- the interval between any 2 activities
when- children move from 1 activity to another
etc: arrival [home to school], nap [active to quiet]

Schedule: shows the key activities that will be engaged in a day

Classroom Rules/ Expectations

Principles for planning daily schedules

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.

Unplanned transitions
= Challenging behavior,

  • children may feel uncertain, confused, anxious, sad

Structure transitions

  • 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
  • How to create effective rules?
    • select appropriate ones
    • teach the rules
    • select the consequences
    • examine the need for each rule

Classroom rules:

  1. keep it short (4-6 rules)
  2. clear, explicit, stated positively
  3. general but important
  4. involve the children in creating rules
  5. implement from the first day

Displays

Noise level

Furniture

Classroom layout

outdoor learning environment

Criteria

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

click to edit

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

Maximizing learning space

tips:

  1. Place centres that are linked closer together to share materials effectively etc: block play and dramatic play
  1. use vertical space
  1. mobile storage untis to store materials
  1. stackable drawers/open containers on crates or wheels
  1. use the large group area for more than one purpose
  1. increases usable space
  1. keep storage units that contain materials that are used for more than one area in central location

Selecting & displaying Materials

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)

Materials to avoid

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

principles of effective organisation

General rules for well-designed 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

:

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

tips to reduce noise level

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

impact of noise

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