Creating Learning Environments Daily Schedules Depend On
"Daily schedules in educational settings are crucial for creating a stable and stimulating environment. Balancing various activities, involving learners in planning, and adapting to unforeseen circumstances all contribute to a successful day. Find out why daily schedules are important and what factors to consider when developing one for learners."
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
ECD L4 TOPIC 4 MALUTI TVET BETHLEHEM Mrs C Schnetler
Creating learning environments CREATING LEARNING ENVIRONMENTS: DAILY SCHEDULES: A DAILY SCHEDULE WILL DEPEND ON: THE EDUCATIONAL PHILOSOPHY OF THE SCHOOL THE NEEDS OF THE LEARNERS THE FAMILIES THE BELIEFS THE LOCAL OR NATIONAL LEGISLATION (LAW) RESOURCES AVAILABLE
Creating learning environments LEARNERS SHOULD FELL LOVED, SECURE AND SAFE AT AN ECD CENTRE: SHOULD BE THEIR HOME AWAY FROM HOME. LEARNERS WILL FEEL LOVED, SECURE AND SAFE WHEN: THEY KNOW WHAT IS GOING TO HAPPEN NEXT THEY KNOW THERE ARE RULES, A ROUTINE AND BOUNDARIES. THE NATURE OF THE CARE GIVEN AT AN ECD CENTRE WILL DETERMINE THE DAILY SCHEDULE: FULL OR HALF DAY CENTRE? YOUNGER CHILDREN WILL NEED SHORTER BLOCKS OF TIME FOR ACTIVITIES THAN OLDER CHILDREN, AS THEIR CONCENTRATION SPAN IS SHORTER. CHILDREN NEED TO PLAY AN ACTIVE ROLE IN THE DAILY SCHEDULE, E.G. SETTING THE TABLE, CLEANING UP.
Creating learning environments THERE NEEDS TO BE BALANCE OF DIFFERENT KINDS OF ACTIVITIES: A BALANCE BETWEEN: INDOOR AND OUTDOOR ACTIVITIES ACTIVE AND PASSIVE ACTIVITIES GROSS MOTOR AND FINE MOTOR ACTIVITIES TEACHER DRIVEN AND FREE PLAY ACTIVITIES GROUP ACTIVITIES AND INDIVIDUAL ACTIVITIES ACTIVITIES WHERE CHILDREN ARE FAMILIAR WITH THE CONTENT AND UNFAMILIAR WITH THE CONTENT (MOVE FROM KNOWN TO UNKNOWN)
Creating learning environments WHY IS A DAILY SCHEDULE IMPORTANT? A WELL PLANNED DAY IS A SUCCESSFUL DAY: IT WILL BENEFIT LEARNER, EDUCATOR AND PARENT. IT WILL GIVE THE EDUCATOR CONFIDENCE AND THE LEARNERS A SENSE OF SECURITY. LEARNERS WILL ENJOY A SENSE OF STABILITY AND REGULARITY AND WILL SOON LEARN WHAT ACTIVITY FOLLOWS. FLEXIBILITY IS NECESSARY : DAILY PROGRAMME CAN DEVIATE SLIGHTLY DUE TO UNFORESEEN CIRCUMSTANCES. IF IT IS RAINING OUTSIDE, INDOOR PLAY DURING FREE PLAY. LEARNERS MUST BE INVOLVED IN THE PLANNING AND CARRYING OUT OF THE DAILY SCHEDULE: THEY BECOME ACTIVELY PART OF THE PROGRAMME. A PLANNED DAY ENSURES THAT THERE IS BALANCE IN THE DAY AND BETWEEN ACTIVITIES: ALL AREAS OF DEVELOPMENT MUST BE STIMULATED. SUFFICIENT TIME FOR FREE PLAY: LEARNERS EXPRESS THEMSELVES; EXPLORE THEIR SURROUNDINGS; IMPORTANT TIME FOR DEVELOPING SOCIALISATION SKILLS CHILDREN LEARN BEST WHILE THEY PLAY.
Creating learning environments WHAT TO KEEP IN MIND WHEN DEVELOPING A DAILY SCHEDULE? THE AGE OF THE LEARNERS IN THE GROUP AVAILABLE SPACE, TYPE OF BUILDINGS AND FACILITIES THE WEATHER ANY UNIQUE REQUIREMENTS OF LEARNERS IN THE GROUP THE NUMBER, EXPERIENCE AND QUALIFICATIONS OF STAFF SAFETY OF LEARNERS VARIETY OF ACTIVITIES DISPLAY THE DAILY PROGRAMME IN CLASS FOR EVERYONE S ATTENTION.
Creating learning environments ROLE OF THE MORNING OR GREETING RING IN THE DAILY SCHEDULE: NORMALLY THE FIRST PART OF THE DAILY PROGRAMME IN THE ECD CLASSROOM. LEARNERS START THE DAY IN FAMILIAR WAY, THIS GIVES THEM SECURITY. LEARNERS DISCUSS AND INTERACT WITH THEIR PEERS AND EDUCATOR. SOCIAL SKILLS ARE ENCOURAGED: GREETING EACH OTHER ALLOWING OTHER CHILDREN TO TELL THEIR NEWS/LEARNING TO WAIT THEIR TURN DEVELOPING SELF CONFIDENCE IN SPEAKING IN A GROUP SITUATION. OPPORTUNITY TO INTRODUCE THEME OF THE DAY/SPECIAL PLANS FOR THE DAY. OPPORTUNITY TO ACKNOWLEDGE SPECIAL CELEBRATIONS: BIRTHDAYS AND SPECIAL NEWS (BABY SISTER, ETC). PROVIDES OPPORTUNITY FOR CONVERSATION AND THE DEVELOPMENT OF LANGUAGE. LEARNERS SHOULD BE ACTIVELY INVOLVED.
Creating learning environments DAILY SCHEDULE FOR BABIES: BABIES (0-2 YRS) ARE NOT ABLE TO INTERACT WITH GROUPS YET. THEY PLAY BY THEMSELVES AND INTERACT WITH TOYS. THEY DO NOT ACTIVELY ENGAGE WITH OTHER CHILDREN YET (PARALLEL PLAY). BABIES NEED LOTS OF INDIVIDUAL ATTENTION AND INTERACTION WITH THEIR CAREGIVERS. THE RATION BETWEEN CAREGIVERS AND BABIES IS MUCH SMALLER THAN WITH OLDER GROUPS. PLANNING NEEDS TO BE MORE FLEXIBLE AS BABIES HAVE INDIVIDUAL NEEDS IN TERMS OF FEEDING, SLEEPING AND ACTIVE TIME. PLEASE REFER TO P.96 FOR AN EXAMPLE OF A DAILY SCHEDULE FOR BABIES.
Creating learning environments DAILY SCHEDULE FOR TODDLERS (2-3 YRS): TODDLERS ARE VERY ACTIVE. THEY ARE MOST RECEPTIVE TO STIMULATION ESPECIALLY IN TERMS OF LANGUAGE. THE TODDLER HAS MASTERED WALKING AND RUNNING AND WILL NEED ACTIVITES TO HELP THEIR PHYSICAL DEVELOPMENT. TODDLERS MAY STILL NEED EXTRA INDIVIDUAL ATTENTION IN TERMS OF THEIR NEEDS. MOST TODDLERS WOULD STILL BE AT THE STAGE OF PARALLEL PLAY AND WOULD HAVE LIMITED INTERACTION WITH OTHERS. PLEASE REFER TO P. 96,97 FOR AN EXAMPLE OF A DAILY SCHEDULE FOR TODDLERS.
Creating learning environments DAILY SCHEDULE FOR YOUNG CHILDREN (3 -6 YRS): LANGUAGE AND OTHER COGNITIVE SKILLS NEED TO BE DEVELOPED. TEAM WORK, GROUP WORK AND SOCIALISATION SKILLS ARE ESSENTIAL AT THIS AGE. LEARNERS BETWEEN 5 6 YRS NEED TO BE EXPOSED TO A MORE STRUCTURED DAY TO PREPARE THEM FOR THE STRUCTURE THAT THEY WILL FIND IN GR R. THE DAILY SCHEDULE CAN BE LABELLED: INDICATING WHAT TO EXPECT AT EACH PART: THIS WILL ALLOW LEARNERS TO KNOW WHAT TO EXPECT AT EACH STAGE, AND WHAT TO ANTICIPATE WILL HAPPEN NEXT. PLEASE REFER TO P. 97,98 FOR AN EXAMPLE OF A DAILY SCHEDULE FOR YOUNG CHILDREN.
Creating learning environments IMPORTANCE OF ROUTINES: LEARNERS NEED ROUTINE: IT ESTABLISHES SECURITY. ROUTINE AT HOME IS JUST AS IMPORTANT, E.G. BEDTIME ROUTINE, MEAL TIME ROUTINE. ROUTINE WILL HELP CHILDREN TO MAKE SENSE OF THEIR DAY, EVEN IF THEY TRY TO CONTROL THEIR SURROUNDINGS WITH TANTRUMS AND INAPPROPRIATE BEHAVIOUR. ROUTINE GIVES THEM SECURITY OF KNOWING WHAT IS GOING TO HAPPEN NEXT AND WHAT TO EXPECT. A WELL SET ROUTINE WILL REDUCE ANXIETY FOR CHILDREN AND ALLOW THEM TO ENJOY THEIR DAY: TO INTERACT, LEARN AND DISCOVER, WITHOUT THE STRESS OF NOT KNOWING WHAT IS GOING TO HAPPEN NEXT.
Creating learning environments IMPORTANCE OF ROUTINES: LEARNERS NEED ROUTINE: IT ESTABLISHES SECURITY. ROUTINE AT HOME IS JUST AS IMPORTANT, E.G. BEDTIME ROUTINE, MEAL TIME ROUTINE. ROUTINE WILL HELP CHILDREN TO MAKE SENSE OF THEIR DAY, EVEN IF THEY TRY TO CONTROL THEIR SURROUNDINGS WITH TANTRUMS AND INAPPROPRIATE BEHAVIOUR. ROUTINE GIVES THEM SECURITY OF KNOWING WHAT IS GOING TO HAPPEN NEXT AND WHAT TO EXPECT. A WELL SET ROUTINE WILL REDUCE ANXIETY FOR CHILDREN AND ALLOW THEM TO ENJOY THEIR DAY: TO INTERACT, LEARN AND DISCOVER, WITHOUT THE STRESS OF NOT KNOWING WHAT IS GOING TO HAPPEN NEXT.
Creating learning environments DAILY SCHEDULES THAT PROVIDE HOLISTIC DEVELOPMENT AND DEVELOPMENTALLY APPROPRIATE PRACTICE: DEVELOPMENTALLY APPROPRIATE PRACTICE INCLUDES: ACTIVITIES, MATERIALS, INTERACTION AND EXPERIENCES MUST BE SAFE, HEALTHY, INTERESTING, ACHIEVABLE, BUT ALSO CHALLENGING FOR CHILDREN OF A CERTAIN AGE. THE TEACHER MUST KNOW THE STRENGTHS, INTERESTS AND NEEDS OF EACH INDIVIDUAL CHILD IN THE GROUP TO BE ABLE TO ADAPT/CHANGE FOR AND RESPOND TO INDIVIDUAL REACTIONS TO CERTAIN ACTIVITIES. THE TEACHER MUST HAVE KNOWLEDGE OF THE SOCIAL AND CULTURAL CONTEXTS IN WHICH CHILDREN LIVE TO ENSURE THAT LEARNING EXPERIENCES ARE MEANINGFUL, RELEVANT AND RESPECTFUL OF THE CHILDREN AND THEIR FAMILIES. DAILY SCHEDULES MUST BE PLANNED FOR DIFFERENT AGE GROUPS ACCORDING TO VARIOUS SOCIAL STAGES OF PLAY AND DEVELOPMENT: SHORTER ACTIVITIES FOR 2 YEAR OLDS BECAUSE THEY LOOSE FOCUS IF THE ACTIVITY IS TOO LONG THEY WOULD NOT INTERACT IN A GROUP SITUATION AS THEY ARE STILL IN THE PHASE OF SOLITARY PLAY PLEASE REFER TO P. 100 FOR EXAMPLES OF DEVELOPMENTALLY APPROPRIATE BOOKS FOR CHILDREN
Creating learning environments MAIN AREAS OR DOMAINS OF DEVELOPMENT FOR A HOLISTIC APPROACH: PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT (INCLUDES LANGUAGE DEVELOPMENT) CREATIVE AND IMAGINATIVE DEVELOPMENT EMOTIONAL DEVELOPMENT SOCIAL DEVELOPMENT SPIRITUAL AND MORAL DEVELOPMENT
Creating learning environments ACTIVITIES TO ENSURE HOLISTIC DEVELOPMENT: PHYSICAL DEVELOPMENT: GROSS MOTOR SKILLS: CLIMBING, RUNNING, SKIPPING, DANCING, CRAWLING DO NOT NEED TO BE OUTSIDE: MUSIC AND MOVEMENT RINGS ALSO DEVELOP LARGE MUSCLES ACTION SONGS ARE ALSO A GOOD WAY TO DEVELOP LARGE MUSCLES FINE MOTOR SKILLS: THREADING CUTTING AND TEARING PLAY DOUGH/MODELLING CLAY CONSTRUCTION SETS LIKE LEGO BLOCKS
Creating learning environments COGNITIVE DEVELOPMENT, INCLUDING LANGUAGE DEVELOPMENT: COGNITIVE: MEMORY GAMES MATCHING GAMES SORTING GAMES SEQUENCING GAMES LANGUAGE: PROVIDING OPPORTUNITIES TO LEARNERS TO EXPRESS THEMSELVES DEVELOP THEIR VOCABULARY DEVELOP THEIR LISTENING SKILLS ASK QUESTIONS, THUS ENCOURAGE CONVERSATIONS HAVE BOOKS AND READING STORIES
Creating learning environments STORY TIME HAS MANY BENEFITS FOR THE DEVELOPMENT OF A VARIETY OF SKILLS: COGNITIVE DEVELOPMENT: CHILDREN ARE EXPOSED TO NEW WORDS AND CONCEPTS CHILDREN DEVELOP REASONING AND CRITICAL THINKING SKILLS CHILDREN ENGAGE IN PROBLEM SOLVING PERSONAL, MORAL AND SOCIAL DEVELOPMENT: WHEN CHILDREN ARE EXPOSED TO STORIES WHERE CHOICES NEED TO BE MADE BY CHARACTERS IN THE STORY PEOPLE IN THE STORIES ACT IN SOCIALLY ACCEPTABLE WAYS ELEMENTS OF ETHICS AND DIVERSITY ARE INCLUDED
Creating learning environments CREATIVE AND IMAGINATIVE DEVELOPMENT: CHILDREN LOVE ART ACTIVITIES AND TO CREATE THEIR OWN ART. OPPORTUNITIES MUST BE PROVIDED WHERE: THEY CAN CHOOSE THEIR OWN ART MATERIALS THEY ENGAGE IN GROUPS THEY WORK INDIVIDUALLY THEY ARE ENCOURAGED TO EXPERIMENT WITH DIFFERENT MEDIA, TEXTURES AND COLOURS THEY ARE ENCOURAGED TO BE CREATIVE BY PLAYING MUSIC TO THEM, GIVING THEM THE FREEDOM TO CREATE
Creating learning environments ART ACTIVITIES INCLUDE: PAINTING DRAWING COLLAGE CUT AND PASTE BOX CONSTRUCTION MODELLING WITH CLAY OR PLAY DOUGH IMAGINATIVE DEVELOPMENT: ROLE PLAY IMAGINATIVE PLAY FANTASY PLAY ENCOURAGE CHILDREN TO ACT OUT STORIES ENCOURAGE CHILDREN TO MOVE TO MUSIC
Creating learning environments EMOTIONAL AND SOCIAL DEVELOPMENT: IT IS ESSENTIAL THAT CHILDREN LEARN TO SOCIALISE TO GAIN SKILLS LIKE: SHARING RESPECT WORKING TOGETHER AS A TEAM CHILDREN WHO HAVE GOOD SOCIALIZATION SKILLS WILL ALSO HAVE WELL BALANCED EMOTIONAL SKILLS. ENCOURAGE CHILDREN TO TAKE PART IN DAILY TASKS THAT WILL TEACH THEM SOCIAL INTERACTION: EATING LUNCH TOGETHER SETTING THE TABLE HELPING YOUNGER CHILDREN WITH TASKS
Creating learning environments SPIRITUAL AND MORAL DEVELOPMENT: CHILDREN LEARN BY EXAMPLE AND WILL MODEL THE BEHAVIOUR OF THE ECD PRACTITIONER. IT IS IMPORTANT TO MAKE TIME DURING ACTIVITIES AND IN THE DAILY SCHEDULE TO ENFORCE SPIRITUAL AND MORAL ACTIVITIES. THESE SKILLS CAN BE REINFORCED DURING ALL ACTIVITIES IN THE DAILY SCHEDULE.
Creating learning environments HOLISTIC DEVELOPMENT: AN ACTIVITY AIMED AT HOLISTIC DEVELOPMENT: PLEASE REFER TO P. 102 SKILLS THAT ARE DEVELOPED DURING SUCH HOLISTIC ACTIVITIES: TEAMWORK WHEN WORKING TOGETHER SOCIAL SKILLS COGNITIVE DEVELOPMENT: CHILDREN ENGAGE WITH SHAPE AND SIZE PHYSICAL DEVELOPMENT: LARGE MUSCLE MOVEMENTS WHEN DRAWING AROUND PARTNER S BODY EMOTIONAL DEVELOPMENT: CHILD WHO IS LYING DOWN ON PAPER LEARNS TO BE PATIENT FILLING IN THE DETAIL: COGNITIVE DEVELOPMENT DRAWING: FINE MUSCLE DEVELOPMENT MAKING THEM AWARE OF BODY IMAGE: EMOTIONAL AND SELF IMAGE DEVELOPMENT
Creating learning environments RESOURCES FOR THE CLASSROOM: ICE CREAM STICKS SEEDS, DRIED LEAVES, STICKS EMPTY BOXES PLASTIC SPOONS, CUPS, TRAYS SCRAP STRING, WOOL, FABRIC CORKS, BOTTLE TOPS CONTAINERS FOR PAINTING PLASTIC CONTAINERS POLYSTYRENE PLATES COTTON BALLS, EAR BUDS EMPTY TABLET CONTAINERS MILK BOTTLES, MILK CARTONS MAGAZINES OLD CRAYONS, CANDLES
Creating learning environments QUESTIONS: 1. DISCUSS BALANCE OF ACTIVITIES IN A DAILY SCHEDULE. 2. WHY IS A DAILY SCHEDULE IMPORTANT? 3. WHAT MUST BE KEPT IN MIND WHEN DEVELOPING A DAILY SCHEDULE? 4. DISCUSS THE ROLE OF A MORNING RING. 5. DISCUSS DAILY SCHEDULE FOR: * BABIES * TODDLERS * YOUNG CHILDREN 6. LIST THE BENEFITS OF ROUTINE FOR CHILDREN. 7. DEFINE: * DEVELOPMENTALLY APPROPRIATE * HOLISTIC APPROACH 8. DISCUSS THE RESPECTIVE DOMAINS TO ENSURE HOLISTIC DEVELOPMENT. 9. GIVE AN EXAMPLE OF AN ACTIVITY AIMED AT HOLISTIC DEVELOPMENT. 10. LIST TEN RESOURCES FOR ECD CLASSROOMS. ********************************************************************
