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Child centred learning environment

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Does this piece of equipment support the program's needs and philosophy? ... Does it exercise cognitive processes? Can it promote language use? ... – PowerPoint PPT presentation

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Title: Child centred learning environment


1
Child centred learning environment
  • TIME
  • SPACE
  • EQUIPMENT/MATERIALS

2
TIME guidelines
  • allows time for self selection, group activities,
    routines and transitions
  • balance between quiet time and group activities
  • balance between group and individual activities

3
TIME guidelines
  • work time and play time both necessary
  • indoor and outdoor blocks weather permitting
  • flexible time schedule

4
TIME guidelines
  • FLEXIBILITY
  • Think about some examples
  • Pair with a partner
  • Share with your group
  • Examples?
  • large cement truck is in view
  • activity time extended if very interested in new
    items at centres

5
TIME guidelines
  • FLEXIBILITY Examples?
  • if its rained for 3 days and today is beautiful
    and sunny, extend outdoor play time
  • if restless during group activity, shorten the
    time
  • if chickens start to hatch at story time, forget
    the story for now

6
SPACE guidelines (also handout)
  • small enclosed areas promote quiet activities and
    interaction among small groups of children
  • physical boundaries around areas reduce
    distraction which increases attention to
    activities

7
SPACE guidelines (also handout)
  • large spaces allow for active large group
    activities that are more boisterous and noisy
  • clearly organized play space and clear paths
    results in fewer disruptions and more goal
    directed behaviour

8
EQUIPMENT/MATERIALS guidelines
  • BRAINSTORMING
  • What guidelines should influence our purchases
    and ordering of equipment and materials?

9
EQUIPMENT/MATERIALS guidelines
  • Does this piece of equipment support the
    programs needs and philosophy?
  • Is the equipment appropriately sized?
  • Is it durable?
  • Is there room for it?

10
EQUIPMENT/MATERIALS guidelines
  • Can it be constructed rather that purchased?
  • Is it aesthetically pleasing?
  • Is it easy to clean and maintain?
  • Will it accommodate everyone?
  • Is it compatible with the concept of diversity?

11
EQUIPMENT/MATERIALS guidelines for materials
  • Does it encourage fine and/or gross motor
    activity?
  • Does it exercise cognitive processes?
  • Can it promote language use?
  • Does it encourage socialization?
  • Does it provide outlets for emotional needs?
  • Does it invite creativity?

12
EQUIPMENT/MATERIALS guidelines for materials
  • Is it developmentally appropriate?
  • Does it promote active exploration?
  • Does it provide for open-ended learning?
  • Is it feedback oriented?
  • Is it multipurpose?

13
EQUIPMENT/MATERIALS guidelines for computers
  • BRAINSTORMING
  • What guidelines do you already know that would be
    the same for JK grade 3?
  • Are there any additional cautions you can think
    of?

14
EQUIPMENT/MATERIALS guidelines for computers
  • age appropriatenessgtrealistic expectations for
    children
  • child controlgtchildren decide on flow of activity
  • clear instructionsgt verbal or graphic
  • expanding complexitygtcurrent skill and then
    expands
  • independencegt minimal adult supervision

15
EQUIPMENT/MATERIALS guidelines for computers
  • process orientedgtintrinsic joys of exploring and
    discovering
  • real world modelsgt reliable models of the world
  • technical featuresgthigh quality
  • trial and errorgt allows for problem solving
  • transformationsgtcan change objects and situations
    and see results.

16
PROGRAM PLANNING
  • developmentally appropriate guidelines

17
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Alternate active and quiet time
  • children need to expend energy and rest
  • for example, if you plan large group activity,
    small group activities and snack together youll
    have restless children
  • need to plan a transition time from very active
    gym activity to large group circle time
  • examples?

18
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Balance child initiated and teacher initiated
    activities
  • large blocks of time in which children can make
    decisions about the activities in which they will
    participate
  • teacher directed group activities also available
  • Now with new kindergarten curriculum guides
    children in daily programs are spending
    increasing amounts of time in teacher directed
    large and small group activities. Discuss.

19
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Activity level of children
  • most young children must have many opportunities
    to expend energy
  • some need more than others
  • knowing your children and being flexible allows
    for individual needs

20
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Developmental level of children
  • attention span increases with age
  • planning should reflect this
  • kindergarten age children can work in large group
    activities for up to 20 minutes
  • can spend longer if really interested
  • young students need to be actively involved in
    problem solving during group activities
  • Varga (1997) caution handout

21
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Concrete Experience
  • What is it?
  • Why do we always start with concrete experience
    for new concepts?
  • Young children must manipulate materials in order
    to learn.
  • By manipulating things, there are usually two
    inputs to the brain - the kinesthetic and the
    linguistic.
  • EXAMPLES?

22
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • 2. Semi concrete experience
  • What do we mean by semi concrete experience?
  • pictures or something that represents something
    else
  • these work best if the children manipulate them
  • EXAMPLES?

23
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • 3.Abstract Experiences
  • What do we mean by abstract experience?
  • Some experiences can be abstract if they have
    had lots of previous real experience.
  • EXAMPLES?

24
PROGRAM PLANNINGdevelopmentally appropriate
guidelines
  • Go to the various learning centres around the
    room that have been set up to teach the initial
    consonant S.
  • Which match concrete experience, semi concrete
    experience and abstract experience?
  • How would you order these activities?
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