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Physical and Temporal environment (Temporal environment (Transitions…
Physical and Temporal environment
Physical
environment
Principles of effective
organisation
Display space
Traffic flow/ patterns/ Pathways
Separation of areas
Extension of play over time
Separation of spaces
Messy areas
Speciallied areas
Visibility
Size of space
Design considerations of
learning environment
Design elements
Natural items
Softness
Texture
Colour
LIghting
Focal points
Design palettes
Ceilings
Walls
Floors/ Different
surface levels
Learning centres
What are learning
centres?
Well-defined interest area that provide chidlren with a wide range of materials and opportunities to engage in hands-on learning across curriculum
Why do we need
learning centres?
To encourage children to
Organize time - self-directedness
Progress at their own rate -
within and among activity areas
Learn social behaviours - working
with peers and with adults
Gain communication skills, cognitive
skills and physical skills - integrated
knowledge and skills
Use materials and equipment creatively
Guideline/ criteria when
creating learning centres
Goals based on children’s backgrounds, interests,development and national standards
Interesting and interactive materials
Materials are safe and healthy
Developmentally appropriate
Material are authentic, durable and aesthetic
Materials are culturally relevant
Reflect the philosophy of the programme
Display materials in an inviting and aesthetically
pleasing way
Independent use
Types of learning centres
Quiet/ less active
Learning areas
reading
writing
manipulative/
numeracy (math)
discovery (science)
Neutral learning
areas
Art/ visual arts/
Creative arts
computer centre
Noisy/ Active
Learning areas
block play
dramatic play
music and movemen
sand/ water play
indoor gym
Temporal
environment
Daily
schedule
What is a
daily schedule?
A big picture
shows the key activities to
be done in a day
Principles of planning
daily schedules
Overall balance
Pace
Variety
Routines
Routines
What are
routines?
Procedures that are
practiced and carried out
every day at a certain time
must be taught, modeled an practiced consistently
most are taught at the beginning of the year
should have a rationale
introduce few at a time
Examples
of routines
Entering school/ classroom
Going to the toilet
Going for meals
Learning centre time
Clean-up time
Dismissal
Why do we need
to teach routines
To reduce behavioural problems
Increased time on learning activities
Certain structure and order is maintained
Eliminates confusions
Appropriate behaviour without much prompting
Transitions
What is transition?
The interval between any two activities when
children move from one setting to another
Example
Departure (School to home
Arrival (home to school)
Nap (active to quiet)
Circle time to centre time
(large group to small group)
Playground (indoor to outdoor)
Strategies:
Visual cues
Prompts
Songs
Counting
Assigning tasks
Make your own
transition technique
Ways to structure
transitions
Give children transition notice
Allow sufficient time
(don’t rush through transition time)
Give children specific tasks
Be clear and consistent in instructions
Be flexible (extra time for certain task)
Meet individual needs
use transitions as opportunities to teach
Classroom rules
and expectation
What are classroom
rules/ expectations
general behavioural standards and expectations
Code of conductto guide individual behaviour.
Why do we need classroom
rules/ expectations
To promote positive interaction
To eliminate or avoid disruptive behaviour
What is temporal
environment
It is a predictable classroom where children know what to do, when to do it and how long it takes:
daily schedule
routine
transition
expectations