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LEARNING ENVIRONMENT (Physical Environment (Principles of Effective…

- - - - Natural Items
      - Softness
      - Texture
      - Lighting
      - Colour
      - Focal Point
    - - Ceilings
      - Walls
      - Floors/Different surface levels
  - - - Quiet -- Reading, Writing, Manipulative, Numeracy, Discovery
      - Noisy -- Block Play, Dramatic Play, Pretend Play, Music and Movement, Sand/water Play, Indoor Gym
    - - Describe activities
      - Help teachers explain the activities without having to be physically there
      - Pictorial or mixture of words and pictures for children to follow step by step instructions
    - - Goals based on children's background, interest, development and national standards
      - Interesting and interactive materials
      - Safe and Healthy materials
      - Developmentally appropriate
      - Authentic, durable and aesthetics
      - Reflect philosophy of programme/school
      - Culturally appropriate
      - Display materias in inviting and aestically pleasing way
      - Independent use
    - - Organise time
      - Progress at their own rate
      - Learn social behaviours
      - Gain communication, cognitive and physical skills
      - Use materials creatively
- - - - Short and long segments
      - Time spent indoors and outdoors
      - Self-directed and teacher directed activities
      - Active and Quiet
      - Large group and small group activities
    - - Determined by overall schedule of events
      - Teacher decides who sets the pace
      - Teacher's supervision is needed at all times
    - - Groups are usually formed on the needs and interest as well as balance of the child between a more or less skilled child - allows to form friendships.
      - Achieved through size, purpose, composition, interests and duration
    - - Taught at the beginning of the year
      - Have rational
      - Taught, modeled and practiced consistently
      - Introduced a few times
      - Procedures are practiced and carried out at a specific/certain time
      - Teach routine to avoid behavioural problems and to increase time on learning activities
  - - - Leads to challenging behaviours, children feeling uncertain, confused, anxious and insecure.
      - Strategies to solve problem:
        
        Visual cues
        
        Prompts
        
        Songs
        
        Counting
        
        Assign tasks
        
        Make own transition technique
      - Shows
        
        inconsistent procedure
        
        many short period of time
        
        no clear instructions
        
        not engaged
        
        prolonged
  - - - Provide sense of security
      - Helps to understand expectations
      - Develops sense of mastery in handling the situation
      - Encourages engagement in activities
      - Develops self-discipline