For example, the size of the classroom and outdoor play areas, the colours of the walls, the type of furniture and flooring, the amount of light and the number of windows all influence how children learn. While it is important to create an attractive environment, everything should be safe, secure and have a purpose that supports each area of the children’s development. Physical space. The classroom should have clearly defined activity areas that have been arranged to promote independence, decision-making and encourage involvement. • Define activity areas by using shelves, area rugs, tables, or low dividers.
"The need for imagination, a sense of truth and a feeling of responsibility – these are the three forces which are the very nerve of education." (www.steiner-australia.org) (25/04/2012) Steiner’s curriculum contributes to the provision of enabling environment for children because his approach is based on providing a suitable environment with natural and sensory resources. He believes that setting should have no hard corners, plastic or brightly coloured toys but use natural resources for example wood as he believed these resources encourage exploration and creativity. Reggio Emilia was also an influential initiative for the provision of challenging environments for children because ‘’her approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the center of its philosophy.’’ (www.en.wikipedia.org) (25/04/2012) Emilia’s approach contributes to the provision of an enabling eviornment for children because its based on the idea of children being creative who
For example, a learning environment could be; classroom, science lab, art studio, playground or sports field. An important factor to remember when planning an activity, inside or outside, is that all children and young people should be given equal opportunities. All children, including those with special needs, need to be considered when planning the learning environment. This means the environment may have to be adapted to meet specific needs. Four factors that need to be considered when planning a safe learning environment are: Cleanliness – whilst outdoors it is important to ensure that the learning environment is hygienic to use, ensuring the area is clean, free of litter, animal excretion, etc.
1. Know the regulatory requirments for a positive enviroment for children and young people. 1.1 Describe what is meant by a positive enviroment There are lots of different enviroments that children and young people will learn and develop in wether it be home, school , nursery , outdoor play areas or educational visits, all of these places can be made into positive enviroments for children this means somewhere that can challenge them helping them learn and develop whilst also promiting rest and healthy living. A good physical enviroment is important as it helps promote good moods in children, this means bright visual displays and lots of sensory opportunities round the room, a interactive sensory wall display is a good way of doing this. It is extremley imortant that practitioners value language and diversity , respecting difference in children and young people wether it be race, religion or appearance.
Carefully prepared resources can also help with inclusive learning. Any resources need to be in plain English, avoid unnecessary jargon. When it comes to actually teaching the tutor can use a number of techniques to encourage inclusive learning. These include using different learning styles such as differentiation and varying the activities and interaction between the students. It's understood that different people assimilate information with different learning styles such as auditory, visual, and kinaesthetic methods.
NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
The objects are not of regular shape, but are soft in texture and allow for an abundant amount of jumping and wrestling on. They allow children to explore their own abilities at their own rate with no fear of them getting hurt. 8. First Steps Toward Teaching the Reggio Way: This edited book is a collection of experiences by educators as they apply principles of the Reggio philosophy in their own environments. Through practical, real-life examples and advice, it shares experiences of ordinary teachers working to apply the Reggio Approach in their own classrooms, and demonstrates its wide applicability by discussing its implementation in a variety of teaching settings - including preschool, elementary school, with inner city children, in children's museums and
His theory underlined the contribution to learning made by others. He also believed key ideas in a classroom then became conversation, play and opportunities to follow interests and ideas. In (appendices 4) Tina Bruce’s theory is ‘free flow’ play she believed children learnt better from developing rules and props and freely chosen activities. Her approach to early education was developed around schemas. She believed “a pattern of repeated actions.
Independence is achieved by giving children opportunities - to move, dress themselves, choose what they want to do and to help the adults with tasks. This leads to self-confidence, self-belief and esteem. Observation: To observe without a preconceived idea - watching children enjoying themselves exploring their environment. This helped develop theories on child development and the materials that the children needed and were interested in. Observation allows the adult to learn about the child's needs and what they are.