The Primary Classroom

1
The Primary Classroom

• Child Centered Learning
• -materials/equipment
• -time
• -space
• -programming

2
MATERIALS/TOYS/EQUIPMENT

• List 10 criteria for choosing toys and materials
  for a JK/SK/Primary classroom.

3
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?
• Can it be constructed rather that purchased?
• Is it aesthetically pleasing?
• Is it easy to clean and maintain

4
EQUIPMENT/MATERIALS guidelines

• Will it accommodate everyone?
• Is it compatible with the concept of diversity?
• 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

5
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?
• ?? Are there any other considerations for upper
  primary years??

6
COMPUTER PROGRAMS

• List 10 criteria for choosing computer software
  for a primary classroom.

7
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

8
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.

9
TIME

• List the criteria you would use when making
  decisions about time in a primary classroom.

10
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
• work time and play time both necessary
• indoor and outdoor blocks weather permitting
• flexible time schedule

11
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

12
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

13
SPACE

• List the criteria you would use when making
  decisions about space in a primary classroom.

14
SPACE guidelines

• small enclosed areas promote quiet activities and
  interaction among small groups of children
• physical boundaries around areas reduce
  distraction which increases attention to
  activities

15
SPACE guidelines

• 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

16
PROGRAM PLANNING

• Developmentally Appropriate Guidelines
• - Some Considerations

17
PROGRAM PLANNING

• 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 PLANNING

• 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

19
PROGRAM PLANNING

• 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.

20
PROGRAM PLANNING

• 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

21
PROGRAM PLANNING

• 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

22
PROGRAM PLANNING

• 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?

23
PROGRAM PLANNING

• 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?

24
PROGRAM PLANNING

• 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?