I strive to organize my classroom environment and schedule to prevent problems. I feel confident that my young infants and mobile infants feel that they are in a loving and trusting environment every
Children are also encouraged help one another. They are taught to ask for help from another child before coming to a teacher. I plan activities that require cooperation and group work so that children will work together to solve problems and be attentive to other’s needs. The children make our room a better place by being empathetic and helpful to others. In my program I want children to be independent and make positive choices.
I even cheer them on when they struggle with a task. To develop a sense of independence and pride, I let the children each day choose the classroom helpers. There are many tasks that the children are able to choose from. I structure the environment to offer opportunities for children to share information about themselves, their families, and experiences. I make it easier for the children to explore new experiences and the environments by making them feel assured of the support and availability of me, thus increasing his confidence.
It makes them feel like you understand them better. I think this is great because children should always feel comfortable in the classroom to share anything with you. Home visits really help you see the children in a whole different view and makes you understand them, not only as a student better, but as a person. I would recommend doing home visits with children, as long as safety is not an issue, to any future teacher or teacher in the classroom
Playing and learning in children’s education E1/A In (appendices 1), the Nursery World article written by Fisher. J (2012) talks about how the role of the practitioner should plan for a balance between adult –led learning and child –led learning. This means that the adult needs to observe children closely to see how they are developing. When the practitioner stands back during child-led play, they can gain lots of information about a child, how they use their environments and resources. This helps to meet their learning needs if the practitioner then uses this information to plan the next steps.
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.
This makes the children feel safe, happy and secure during their time at school. Teachers play a critical role in creating a positive environment for children as children look up to teachers as a role model and expect them to create and environment which they can feel relaxed and happy in. The physical appearance of an environment is also important for creating a positive environment. If the room creates a happy atmosphere the children will be more likely to work and enjoy their time at school. A way to make the classroom seem a happier atmosphere is to decorate it as if it was a room at home; you can do this by using bright coloured paint on the walls such as red, green, yellow and blue.
Competency Statement 1 To Establish and Maintain a Safe, Healthy, Learning Environment I strive to provide an environment that is both a physical and emotional safe haven. Focusing on meeting their basic health needs and allowing for a fun learning experience. Function Area 1: Safe Environment Preschoolers are naturally active and inquisitive, therefore not always aware of hazards or behaviors that could cause injuries. I try to achieve this is by: * Supervising children at all times * Having eyes on every child and doing child counts * Utilizing classroom rules: Walking feet * Daily environment checks * Loose screws, broken hardware, splinting wood * Inspection of toys and equipment * Choke test small objects * Supplies are non-toxic and developmentally appropriate. * Familiar with classroom emergency procedures * Prepared for emergences through role-playing and monthly fire drills.
The art of intervention is a term used to explain the ways in which a Montessori teacher can step into a childs’ environment and help if needed. The Montessori concept of intervention or “help” was to be observed and also controlled by the adult. Maria Montessori believed that the environment should be set for a child to be successful and thrive in. When Maria Montessori was quite successful with her teachings she came up with the 8 intertwined roles of the Montessori teacher-guide. They were: caretaker, facilitator, observer, collaborator, teacher who sits back, assistor, co-participant, and measurer.
CYP Core 3.4 Support children and young people's health and safety Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services The indoor area is set out in different areas: art, mini-world, role play, numeracy, literacy, sensory, construction and a book corner. Partitions are low level so the children can be observed and supervised at all times. All equipment we have is size and age appropriate for the children who attend. All furniture, toys and equipment conform to current safety standards – BS EN, Toy (Safety) Regulations (1995). We follow manufacturers instructions.