Creating Effective Learning Environments for Child Development

ECD L4 TOPIC 4 MALUTI TVET BETHLEHEM Mrs C Schnetler

Creating learning environments CREATING LEARNING ENVIRONMENTS A GOOD LEARNING ENVIRONMENT THAT PROMOTES HOLISTIC DEVELOPMENT IS IMPORTANT TO DEVELOP HEALTHY AND WELL-ROUNDED CHILDREN. BOUNDARIES AND ROUTINES FORM PART OF A POSITIVE LEARNING ENVIRONMENT. WHAT IS A LEARNING ENVIRONMENT? DEFINITION: A LEARNING ENVIRONMENT CAN BE DEFINED AS ALL OF THE PHYSICAL SURROUNDINGS (CLASSROOM, THE PLAYGROUND, BUILDINGS, DESKS, CHAIRS, ETC.), THE PSYCHOLOGICAL OR EMOTIONAL CONDITIONS (ATMOSPHERE IN CLASS AND AT SCHOOL, BULLYING OR ACCEPTANCE, ETC.) AND SOCIAL OR CULTURAL INFLUENCES (BELIEFS, VALUES AND TRADITIONS) AFFECTING THE GROWTH AND DEVELOPMENT OF A LEARNER IN AN ECD SETTING.

LEARNING ENVIRONMENT IS A WIDE RANGE OF SPECIFIC AREAS IN EDUCATION. IT INCLUDES PHYSICAL FACTORS, RELATIONSHIPS, STRUCTURES AND POLICIES AS WELL AS EXPECTATIONS, LANGUAGE AND COMMUNICATION. OTHER FACTORS SUCH AS FAMILY, COMMUNITY AND SOCIETY ALSO PLAY AN IMPORTANT ROLE IN ESTABLISHING LEARNING ENVIRONMENTS. ENVIRONMENT PLAYS A KEY ROLE IN A CHILD S ABILITY TO DEVELOP AND GUIDE THEIR OWN BEHAVIOUR. THE LEARNING ENVIRONMENT MUST SUPPORT THE PURPOSE OF THE LEARNING PROGRAMME AND MUST MAKE IT POSSIBLE FOR CHILDREN TO DEVELOP.

APPROPRIATE ROOM ARRANGEMENTS HELP CHILDREN TO BE RESPONSIBLE FOR THEIR OWN BEHAVIOUR AND LEARNING. IT IS IMPORTANT FOR CHILDREN TO BE IN AN ATTRACTIVE AND AESTHETICALLY PLEASING (BEAUTIFUL, NICE) CLASSROOM. A WELL PREPARED LEARNING ENVIRONMENT WILL EMPHASISE BASIC EVERYDAY ACTIVITIES AND LIFE SKILLS. (REFER TO POSSIBLE QUESTION BELOW) SENSORY ACTIVITIES SHOULD BE INCLUDED IN DAILY ACTIVITIES. (REFER TO POSSIBLE QUESTION BELOW) THE RIGHTS OF ALL STAKEHOLDERS (TEACHER, CHILD, PARENT) MUST BE RESPECTED IN A POSITIVE LEARNING ENVIRONMENT. (REFER TO TABLES ON P. 83)

Creating learning environments POSSIBLE QUESTION: WHY SHOULD EVERYDAY ACTIVITIES SUCH AS SWEEPING AND TIDYING UP, BE INCLUDED IN THE LEARNING PROGRAMME? THE REASON FOR INCLUDING THESE ACTIVITIES ARE TO DEVELOP INDEPENDENCE IN CHILDREN. CHILDREN WILL LEARN RESPONSIBILITY AND WILL FEEL PART OF THE CLASS. WHEN CHILDREN BECOME ABSORBED IN AN ACTIVITY, THEIR CONCENTRATION SPAN WILL LENGTHEN AND LEARNING WILL TAKE PLACE. POSSIBLE QUESTION: WHY SHOULD SENSORY ACTIVITIES BE INCLUDED IN THE LEARNING PROGRAMME? CHILDREN ABSORB INFORMATION THROUGH THEIR SENSES (SMELL, SEE, HEAR, TOUCH, TASTE). THERE MUST BE FOCUS ON COLOUR, SHAPE, TEXTURE, SOUND AND SMELL IN THE VARIOUS ACTIVITIES IN A CLASSROOM AS A POSITIVE LEARNING ENVIRONMENT.

Creating learning environments CRITERIA FOR CREATING SUITABLE ENVIRONMENTS AN ATMOSPHERE OF RESPECT AND CARING. CONSISTENT AND APPROPRIATE BEHAVIOUR FROM TEACHERS AND OTHER STAFF: REMEMBER CHILDREN MODEL THE BEHAVIOUR OF THE ADULTS THAT THEY INTERACT WITH. A WELL-ESTABLISHED ROUTINE MUST BE MAINTAINED. A SHARED VISION AMONG TEACHERS AND STAFF. A PARTNERSHIP AND OPEN COMMUNICATION BETWEEN TEACHERS, CHILDREN AND PARENTS. A COMMUNITY AND CULTURE OF CARING. CLEAR EXPECTATIONS. SUFFICIENT AND APPROPRIATE MATERIALS TO SUPPORT LEARNING AND CLASSROOM. A BALANCE BETWEEN COOPERATIVE LEARNING (GROUP) AND INDEPENDENT (INDIVIDUAL) LEARNING. A HOLISTIC APPROACH TO THE DEVELOPMENT OF CHILDREN ENSURING THAT ALL AREAS OF DEVELOPMENT ARE PROMOTED. ENCOURAGE AN ENVIRONMENT OF INCLUSION AND DIVERSITY IN THE CLASSROOM.

PLANNING APPROPRIATE OUTDOOR SPACES: OUTDOOR PLAY TIME IS ESSENTIAL IN ALL PROGRAMMES AND IS PART OF THE DAILY ROUTINE. CHILDREN NEED TO MOVE FREELY OUTDOORS BY HOPPING, RUNNING, JUMPING, SKIPPING, CLIMBING, CATCHING AND THROWING. THERE ARE MANY KINDS OF OUTDOOR EQUIPMENT AVAILABLE TO DEVELOP GROSS (LARGE) AND FINE (SMALL) MUSCLES.

OUTDOOR EQUIPMENT ESSENTIAL IN A BALANCED DAILY PROGRAMME: SWINGS HANGING TYRES LADDERS ROPES NETS JUNGLE GYMS BALLS, BEAN BAGS HOPSCOTCH CARS FOR PUSHING TRICYCLES FOR PEDALLING SWINGS SANDPITS WATER PLAY

CRITERIA FOR OUTDOOR AREAS: THE AREA SHOULD BE SAFELY WALLED IN WITH RESTRICTED ACCESS FOR OTHER PEOPLE (NOT EVERYBODY CAN COME IN-THERE MUST BE A LOCK, BELL, ETC.) EQUIPMENT MUST BE WELL-MAINTAINED WITH NO SHARP EDGES, RUST OR SPLINTERS. EQUIPMENT MUST SAFE TO USE, STURDY AND STRONG. THE AREA NEEDS TO BE NEAT AND TIDY: LITTER SHOULD BE PICKED UP DAILY, LAWNS NEED TO BE MAINTAINED, NO POISONOUS PLANTS. A VEGETABLE GARDEN WHERE CHILDREN CAN GROW VEGETABLES OR HERBS WILL BE VERY EDUCATIONAL. ALL OUTDOOR EQUIPMENT NEEDS TO BE KEPT CLEAN AND TIDY: SANDPITS SHOULD BE RAKED DAILY. COARSE SALT SHOULD BE MIXED WITH THE SAND TO HELP STERILISE THE SAND. SAND PIT SHOULD BE COVERED AFTER HOURS TO PREVENT SOILING OF SAND BY CATS AND DOGS. IF PETS ARE KEPT ON THE PREMISES, THE CAGES NEED TO BE CLEAN AND SECURE, AND BIG ENOUGH FOR THE ANIMALS TO LIVE PROPERLY. ACCORDING TO LAW, THERE MUST BE 2 SQUARED METRES OF OUTSIDE AREA PROVIDED FOR EACH CHILD.

Creating learning environments 4. PLANNING THE ARRANGEMENT OF APPROPRIATE INDOOR SPACES: THE ARRANGEMENT OF THE ROOM WILL ASSIST CHILDREN IN KNOWING WHERE CERTAIN RESOURCES ARE KEPT. THE ARRANGEMENT OF THE ROOM ALLOWS CHILDREN SOME MEASURE OF INDEPENDENCE SO THAT THEY CAN EASILY ACCESS TOYS, STATIONARY OR BOOKS. CHILDREN NEED TO BE ENCOURAGED TO USE THEIR OWN INITIATIVE AND TO BE CREATIVE. THE ENVIRONMENT MUST BE A SPACE WHERE CHILDREN EXPERIENCE THE FUN OF LEARNING AND DISCOVERY: THIS WILL ALLOW CHILDREN TO DEVELOP A POSITIVE FEELING AND ASSOCIATION WITH THE CLASSROOM. CHILDREN MUST BE KEPT SAFE AT ALL TIMES WHILE ENGAGING IN ACTIVITIES THAT WILL DEVELOP NECESSARY SKILLS. THE CLASSROOM MUST REMAIN A WELL ORGANISED SPACE EVEN IF CHILDREN ARE CONSTANTLY BUSY.

FURNITURE IN THE ECD SETTING MUST BE OF APPROPRIATE SIZE FOR THE CHILDREN TO USE: CHILDREN MUST FEEL COMFORTABLE SITTING AT A TABLE AND ON CHAIRS THAT ARE SIZED ACCORDING TO THEIR AGES.(LOOK AT A ROOM KNEELING DOWN, THAT IS FROM THE CHILD S PERSPECTIVE AND HEIGHT). DIFFERENT AREAS ARE IMPORTANT: EACH AREA SHOULD HAVE ITS OWN ACTIVITY. QUIET AREAS FOR QUIET ACTIVITIES SUCH AS READING AND PUZZLES, AND MORE ACTIVE AREAS FOR MORE ACTIVE ACTIVITIES SUCH AS FANTASY PLAY OR BLOCK AREA ARE IMPORTANT TO HAVE. GROUP MORE QUIET AREAS TOGETHER AND MORE ACTIVE AREAS SHOULD BE GROUPED TOGETHER. SOME AREAS REQUIRE MORE SPACE. THE CENTRAL AREA OF THE CLASSROOM CAN BE KEPT OPEN TO GATHER FOR STORY-TELLING AND MORNING RING. THE WALLS MUST HAVE DISPLAY BOARDS SO THAT VARIOUS POSTERS, CHARTS AND EXAMPLES OF THE CHILDREN S WORK CAN BE DISPLAYED IN THE CLASSROOM.

Creating learning environments IMPORTANT ITEMS THAT CAN BE DISPLAYED ON NOTICE BOARDS AND WALLS: BIRTHDAY CHARTS CALENDAR WITH IMPORTANT DATES OR ACTIVITIES WEATHER CHART ATTENDANCE CHART THE ARRANGEMENT OF DIFFERENT AREAS IS ALSO A WAY TO CONTROL BEHAVIOUR: CHILDREN KNOW WHERE THEY CAN PLAY WITH CERTAIN MATERIALS AND RESOURCES. THEY KNOW HOW TO AND WHERE TO PACK AWAY CERTAIN ITEMS. AREAS MUST BE CAREFULLY PLANNED SO THAT CHILDREN DON T HAVE TO WAIT FOR ACTIVITIES. CHILDREN MUST BE AWARE OF HOW MANY CHILDREN MAY BE IN A SPECIFIC AREA AT A GIVEN TIME.

Creating learning environments AREAS CAN BE SEPARATED AS FOLLOWS: A MAT A SHELF CHAIRS TABLES LABELS AREAS WILL DEPEND ON: AVAILABLE SPACE IN THE CLASSROOM AGE GROUP OF THE CHILDREN. AREAS MUST: NOT BE THE SAME(STATIC) STIMULATE THE CURIOSITY OF THE CHILDREN ENCOURAGE CHILDREN TO INTERACT IN DIFFERENT AREAS.

Creating learning environments DIFFERENT AREAS THAT COULD BE INCLUDED IN THE ARRANGEMENT OF THE CLASSROOM: MUSIC AREA: MUSICAL ACTIVITIES ARE VERY IMPORTANT FOR EMOTIONAL, SOCIAL, PHYSICAL AND INTELLECTUAL DEVELOPMENT. MUSIC CAN BE INCORPORATED INTO THE DAILY PROGRAMME BY HAVING SPECIAL SONGS: CLEAN UP SONGS: BARNEY, THE DINOSAUR S CLEAN UP SONG: CLEAN UP, CLEAN UP, EVERYBODY, EVERYWHERE; CLEAN UP, CLEAN UP, EVERYBODY DO YOUR SHARE. OR BEFORE LUNCH. MUSIC CAN ALSO BE PART OF THE DAILY PROGRAMME IN THE FORM OF A MORNING RING.

Creating learning environments BOOK AREA: IT SHOULD BE A QUIET AREA IN THE CLASSROOM. CHILDREN ARE ABLE TO READ BOOKS WITHOUT BEING DISTURBED. MANIPULATIVE AREA: CONSISTS OF TOYS, GAMES AND OBJECTS THAT ENCOURAGE CHILDREN TO DISCOVER AND EXPLORE. IT CAN INCLUDE PUZZLES, THREADING, MATCHING GAMES AND BLOCKS. CURIOSITY OR DISCOVERY AREA: INCLUDES ITEMS WHERE CHILDREN CAN TOUCH AND ENGAGE WITH. THE THEME OF THE WEEK CAN PRACTICALLY BE EXPERIENCED IN THIS AREA. IF THE THEME FOR THE WEEK IS PLANTS, VARIOUS PLANT S AND PLANTING EQUIPMENT CAN BE PLACED IN THIS AREA FOR THE CHILDREN TO ENGAGE WITH.

Creating learning environments FANTASY OR MAKE BELIEVE AREA: CHILDREN ARE EXPOSED TO ROLE PLAY AND GET THE OPPORTUNITY TO ACT OUT DIFFERENT ROLES. CHILDREN USE DRAMATIC PLAY. ITEMS IN THIS AREA CAN INCLUDE: OLD CLOTHES FANTASY CLOTHES SHOES HATS BAGS CUTLERY (PLASTIC) CROCKERY (PLASTIC) POTS AND PANS CUPS AND SAUCERS EMPTY BOXES AND TINS

CREATIVE AREA: DIFFERENT KINDS OF ART ACTIVITIES CAN BE SET OUT FOR CHILDREN TO ENGAGE IN: * CUTTING * TEARING * PASTING * PLAY DOUGH * PAINTING * DRAWING ALTHOUGH PRE-SCHOOLERS ARE NOT YET ABLE TO READ, IT IS IMPORTANT TO LABEL EVERYTHING IN THE CLASSROOM. THIS WILL EXPOSE CHILDREN TO SOME BASIC WORDS AND SOON THEY WILL START TO RECOGNISE THE WORDS, FORMING AN EXCELLENT FOUNDATION FOR LEARNING HOW TO READ. EMERGENT LITERACY: A CHILD S KNOWLEDGE OF READING AND WRITING SKILLS BEFORE THEY ACTUALLY LEARN HOW TO READ AND WRITE. THE READING AND WRITING BEHAVIOURS OF YOUNG CHILDREN BEFORE THEY BECOME READERS AND WRITERS. (RECOGNISING A WORD SUCH AS PICK N PAY WHEN WALKING PASSED.) EACH SECTION OF THE CLASSROOM SHOULD ALSO BE LABELLED. (REFER TO P. 91, 92 FOR EXAMPLES OF LABELS AND AN INDOOR CLASSROOM LAYOUT)

Creating learning environments THEME TABLE VS DISCOVERY TABLE: A THEME TABLE IS SET UP ACCORDING TO THE THEME OF THE WEEK. IF THE THEME OF THE WEEK IS TRANSPORT, DISCUSSIONS FOR THE WEEK WILL BE AROUND TRANSPORT AND THE THEME TABLE COULD CONTAIN SOME OF THE FOLLOWING ITEMS: TAXI TICKET POSTERS PICTURES OF DIFFERENT TYPES OF TRANSPORT (BOAT, PLANE, SHIP, BUS, TAXI, CAR) A SUITCASE STORY BOOKS ON TRANSPORT TOYS: TRAINS, BOATS, CARS, TAXIS, BICYCLES, MOTORBIKES.

Creating learning environments A DISCOVERY TABLE CAN ALSO BE CALLED A SCIENCE TABLE, NATURE TABLE, CONCEPT TABLE OR INTEREST TABLE. THE DISPLAY OF VARIOUS ITEMS THAT CHILDREN CAN INTERACT WITH BY: OBSERVING TOUCHING TASTING EXPLORING ITEMS PLACED ON THE TABLE MUST BE SAFE FOR CHILDREN TO EXPLORE AND INTERACT WITH AND MUST PROVIDE OPPORTUNITIES FOR LEARNING BY DISCOVERY. THE DISCOVERY TABLE WILL: ALLOW THE CURIOUS CHILD TO TOUCH AND EXPLORE. ENCOURAGE CHILDREN TO REASON, CLASSIFY AND SOLVE PROBLEMS. ENCOURAGE SOCIALISATION AS CHILDREN WILL MEET AT THE TABLE AND DISCUSS THE ITEMS ON THE TABLE. THE DISCOVERY TABLE MUST BE: AT THE LEVEL OF THE CHILD SO THAT THEY CAN EASILY REACH THE ITEMS ON THE TABLE. IN A QUIET AREA WITH ENOUGH SPACE FOR A FEW CHILDREN TO BE AT THE TABLE AT THE SAME TIME. VISUALLY APPEALING IN ORDER TO ATTRACT CHILDREN. ITEMS SHOULD HAVE LABELS AS A WAY TO EXPOSE CHILDREN TO EMERGENT READING AND NEW VOCABULARY.

Creating learning environments STORAGE IN THE ECD CLASSROOM: EFFICIENT STORAGE IS IMPORTANT FOR A WELL-ORGANISED CLASSROOM. ITEMS THAT CHILDREN SHOULD NOT HAVE ACCESS TO, MUST BE LOCKED AWAY IN LOCKABLE CUPBOARDS. MATERIALS AND RESOURCES THAT CHILDREN NEED TO ENGAGE WITH ON A DAILY BASIS MUST BE EASILY ACCESSIBLE FOR CHILDREN. ITEMS MUST BE CLEARLY LABELLED SO THAT CHILDREN ARE ABLE TO IDENTIFY AND FIND RESOURCES. PLASTIC CONTAINERS WITH LIDS ARE GREAT FOR STORAGE: SEE THROUGH TO IDENTIFY ITEMS. ICE CREAM CONTAINERS AND MILK BOTTLES CAN ALSO BE USED TO STORE ITEMS SUCH AS WOOL, STRING, CRAYONS, BRUSHES, ETC.

CLASSROOM ARRANGEMENT IN THE HIGH SCOPE APPROACH: PIAGET S DEVELOPMENT THEORY PROMOTES ACTIVE PARTICIPATION OF CHILDREN IN CHOOSING, ORGANISING AND EVALUATING LEARNING ACTIVITIES. THE CLASSROOM SHOULD CONTAIN FIVE OR MORE INTEREST CENTRES THAT ENCOURAGE CHILDREN TO MAKE CHOICES ABOUT THE ACTIVITIES THEY WANT TO TAKE PART IN. CHILDREN SHOULD KNOW WHERE TO FIND MATERIALS AND WHAT MATERIALS CAN BE USED. THE DAILY SCHEDULE ALLOWS TIME FOR A PLANNING AND REVIEW PROCESS. THE DAILY SCHEDULE IS CONSISTENT FROM DAY TO DAY. THE DAILY SCHEDULE HAS BALANCED TEACHER AND CHILD INITIATED ACTIVITIES. CHILDREN ARE INFORMED ABOUT THE CHANGES IN THE DAILY PROGRAMME. CREATING A LEARNING ENVIRONMENT MUST INCLUDE FIVE ESSENTIAL ELEMENTS: *ACTIVE LEARNING *CLASSROOM ARRANGEMENT *DAILY SCHEDULE *ASSESSMENT *CONTENT

Creating learning environments QUESTIONS FOR STUDENTS 1. GIVE A DEFINITION OF LEARNING ENVIRONMENT. 2. LIST FIVE CRITERIA FOR CREATING SUITABLE ENVIRONMENTS. 3. LIST FIVE CRITERIA FOR A CLEAN AND SAFE OUTDOOR ENVIRONMENT. 4. LIST FIVE CRITERIA FOR AN APPROPRIATE INDOOR SPACE. 5. LIST AND DISCUSS EACH OF THE FOLLOWING AREAS: - MUSIC AREA - BOOK AREA - MANIPULATIVE AREA - CURIOSITY OR DISCOVERY AREA - FANTASY OR MANIPULATIVE AREA - CREATIVE AREA 6. DISCUSS THE DIFFERENCE BETWEEN A THEME TABLE AND A DISCOVERY TABLE. 7. DISCUSS THE CLASSROOM ARRANGEMENT IN THE HIGH SCOPE APPROACH.