Please enable JavaScript.
Coggle requires JavaScript to display documents.
LECM: Physical & Temporal Environment (Physical Environment (General…
LECM: Physical & Temporal Environment
Physical Environment
General rules for well-designed space
Age appropriate
Meeting different age groups needs
Versatile
Various functional aspects such as drama, music, reading
Active learning
Active engagement alone/ with others
Safety
Materials and activities are safe
Flexible
Able to adapt to changing needs and interests of children/ adults
Aesthetics
Aesthetically pleasing
Mobility
Sufficient opportunity for movements
Well-defined
Clear boundaries of each learning areas
Principles of effective organization
Display space
wall, hanging, back of shelves
Traffic patterns/flow
Pathways
clear flow
Visibility
supervision of children
Traffic flow/circulation patterns
clear flow
Separation of noisy and quiet areas
Extension of play over more than a day
Separation of spaces
boundaries
Proximity of linked areas
Specialized areas
individualized space
Size of space
super units - using multiple variety of materials
Messy areas
art area near water source, water/sand play area
Storage
shelves, containers, labelling
Design considerations of learning environment
Design elements
Softness
Texture
Colour
Lighting
Focal points
Natural items
Design palettes
Ceilings
Walls
Floor and different surface levels
Special considerations
Improving air quality
Reducing pesticides
Decreasing crowding/ density
Limiting noise
Learning centres
Definition
objective; to encourage children to
organize time
progress at their own rate
learn social behaviours
gain communication skills, cognitive skills & physical skills
use materials and equipment creatively
"well defined interest areas that provide children with a wide range of materials and opportunities to engage in hands-on learning across curriculum" Stuber, 2007
General criteria
Goals based on children's backgrounds, interest, development and
Interesting and interactive materials
Materials are safe and
Developmentally appropriate
Materials are authentic, durable and aesthetic
Materials are
Reflect the philosophy of the programme
Display materials are in an inviting and aesthetically pleasing way
use
Types of learning centres
Noisy/Active
Block play
Dramatic/ Pretend play
Music & Movement
Sand/ Water play
Quiet/Less active
Reading
Writing
Manipulatives/ Numeracy
Discovery of the World
Neutral
Arts/ Visual Arts/ Creative Arts
Task cards
Used to describe activities in the learning centres
Help teachers/ assistant teacher/ relief teacher to explain to children the task at hand
Could be in a pictorial/ mixture of words and pictures for children to follow the steps in a task
Creating outdoor environments
Provide safe playground
Protect child's health
Provide variety of activity areas
Use effective playground design
Maximizing learning space
Placing centres that are linked closer together to share materials effectively
Mobile storage units to store materials
Stackable drawers or open containers on crates of wheels
Increase usable space
Use the large group area for more than one purpose
Keep storage units that contain materials that are used for more than one area in central location
Use vertical space
Temporal Environment
Schedules
Principles of planning daily schedules
Routines
Why is it needed
Reduce behavioural problems
Increased time on learning activites
Certain structure and order is maintained
Eliminates confusions
Appropriate behaviour without much prompting
Overall balance
Pace
Variety
Transitions
Changing activity
Check in - transition warning; change about to happen
Clean up
Clean up foreman - telling everyone in the classroom how much time left
Waiting in line
Sing together to keep children engaged; lean against a wall
Joining the large group
Countdown routine song to gather