Chapter 8; The Learning Environment – Flashcards

provide children with opportunities to engage in physical activities that build stamina, practice skills, and engage in rich learning activities such as planning and planting a garden.

Provide more space for blocks, manipulative toys, and dramatic play. Separate noisy areas from quiet areas. Avoid pathways that create long corridors and racetracks.

select soft, light, neutral colors for walls, natural wood finishes for furnishings, and attractively display children's artwork and items of beauty throughout the room.

A clearly defined "home" space for each age group or class and provisions to meet basic health and safety needs

Good lighting. be sheltered from noise. have few distractions.

Props for the dramatic play area should include items directly related to the culture and daily life of the children in the group.

Water, sand, mud, dough, and clay

Yes

social studies, math, and science areas.

transition, manipulative-creative, active play, natural elements, and social-dramatic play.

your values and goals. the building you are in. children's needs and developmental stages.

Children's need for privacy can best be provided for by the creation of private spaces in your class by using big boxes, a cover over a table, and secluded corners for one or two children.

Television programs are not recommended for infants, toddlers, and younger preschoolers because of their potentially damaging effects.

Look closely at the design of your learning environment.

• Talk to children about it - direct learning experience • Use visuals on the walls - indirect learning experience • Show that mealtime is a pleasant time - positive attitudes and pleasing surroundings

Great places *to live: welcome-relaxed, *of beauty: windows-lighting-furnishings, *that promote strong families: encourage sibling interaction *for caring communities: space for gathering-to be alone, working independently and with others, *for exploration and discovery indoor and out *for access to resources that encourage responsibility-compassion-community, *for being connected to the natural world, *for staff access to professional teaching resources

Self-contained-each class spends time in their space, homelike atmosphere, secure and belonging Open design - several classes are in one room, more diverse, nosier and probably less homey

Safe, good quality, sturdy, fits children's bodies, low open shelves to allow for choices, place for personal belongings

attractive, sensory appeal, in good repair, work properly, child sized, non-toxic, clean, free of hazards, have enough for all the children, rotate materials, remove broken materials and torn books.

transition zone, active play zone, natural elements zone, manipulative-creative zone, social-dramatic zone

1. "arrange the environment so it can be easily supervised, cleaned and maintained". 2. Water to drink, toileting area, diaper area, sinks 3. Child sized furniture 4. Organized 5. Safe, good quality equipment 6. Store materials at eye level, uncrowded, teacher materials out of reach 7. Rotate play materails 8. Regularly reevaluate and change the environment 9. Add items of beauty to environment 10. Include materials that reflect children, their families and geographic location

toys area, table area, book area, pretending area, sensory table

1. Blocks are carried around but are not used for construction. 2. Building begins, mostly rows, either horizontal on the floor or vertical stacking. 3. Bridging, children create a bridge by using two blocks to support a third. 4. Enclosures: four blocks placed in such a way they enclose a space. 5. Patterns and symmetry begin to be created, buildings are generally not named. 6. Naming of structures for dramatic play, names relate to the function of the building.

1) Blocks (unit and hollow), 2) Dramatic play area, 3) Toys and games (or manipulatives), 4) Sensory play, 5) Art area, 6) Woodworking, 7) Library, 8) Writing area, 9) Computer area, 10) Discovery center.

a. Transition zone, b. Manipulative-creative zone, c. Active play, d. Natural elements, e. Social-dramatic play zone.

a. In the increased amount of square feet per child required (50 square ft.), b. Separation between space devoted to routines (e.g., sleeping) and space for activities, c. Distinctly homelike atmosphere and furnishings, d. Flexible use of space that invites the exploration of various levels and forms of movement, e. A simplified floor plan for use zones (several functional areas combined into a few large-use zones), f. Low, stable shelves, g. Protection for immobile infants from mobile infants and toddlers, h. Low, portable, stable outdoor climbers and sensorial rich outdoor environments, push and pull toys, and belted swings; and i. Toys that do not present choke hazards and are within an infant's or toddler's abilities to lift and manipulate.

1. Great places to live 2. Places of beauty 3. Promoting strong families 4. Caring communities 5. For working independently and with others 6. Places to discover and explore 7. Places to develop responsibility, compassion, and caring 8. Connected to the natural world and community 9. Good places for staff to learn and work

transition zone, manipulative-creative zone, active play zone, natural element zone, and social-dramatic play zone.