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:
- keep it short (4-6 rules)
- clear, explicit, stated positively
- general but important
- involve the children in creating rules
- 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:
- 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
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