Cd 38 chapter 6 pp.ppt sept 2016
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Transcript of Cd 38 chapter 6 pp.ppt sept 2016
Chapter 6: Creating Quality
Learning EnvironmentsPlanning and Administering Early Childhood Programs
Tenth EditionNancy FreemanCelia A. DeckerJohn R. Decker
Prepared by:Nancy K. Freeman
Tere HolmesKris Curtis
Adapted by: Katy Kelley
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Opening Reflection What kind of environments (i.e., physical
settings) make you feel comfortable and at ease?
What kind of environments/settings do you find unpleasant and can even put you in a “bad” mood?
6-2
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-3
When planning a new or renovated facility . . .
1. Determine how much indoor and outdoor space you will need
2. Follow all building codes and zoning regulations3. Keep the safety of children and staff as your
primary concern4. Plan to accommodate children and staff with
disabilities 5. Make the facility child-oriented and comfortable
for adults
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-4
When planning a facility… (continued)
6. Make indoor and outdoor spaces flexible to accommodate changing interests
7. Plan spaces intentionally 8. Create a “least restrictive environment”
that welcomes children with special needs 9. Select furniture, equipment, and materials
with care10.Plan expenditures carefully
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-5
Explore energy-saving features
•Solar heat•High-efficiency heating and cooling•Energy-saving appliances•Consider Leadership in Energy & Environmental Design (LEED) Certification
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-6
Programs that share facilities should clarify . . .
•Where will materials be stored? Who has access to them?
•How are bulletin boards, cubbies, classroom decorations shared?
•Who is responsible for cleaning what?
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-7
When programs lease facilities . . .• Is a long term lease available? Can it be renewed?
•Who is responsible for repairs?
•Can the building and grounds be altered by adding ramps, painting walls, installing playgrounds?
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-8
Entry/Exit area•Families’ first and last image every day•Creates an impression in the neighborhood•Should not be too large or institutional•Plantings, lighting, and natural materials invite children and families to enter
•Windows smooth children’s transitions•Displays of children’s work, families, activities help welcome visitors
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-9
When selecting colors for indoor spaces consider:
•The amount of light in the room•The size and shape of the room•Take care to avoid an over stimulating environment – limit decorations and reduce clutter
•Consider research on the psychological effects of color and its impact
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-10
Commonly used floor coverings
•Carpet○ Softer and more comfortable○Absorbs noise well○ Essential in infant rooms
•Resilient flooring (vinyl & linoleum) ○ Should have a non-slip surface○ Easily cleaned○Good for messy play and eating areas
Most programs create activity zones by combining floor surfacing.
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-11
Storage: There is never enough!•10% of the center’s square footage should be for storage
• Plan for the storage of:○Children’s belongings○ Indoor and outdoor equipment and toys○Bulk supplies (art materials, paper goods, etc.)○Curriculum materials○Administrative records and materials○ Food service and custodial supplies
Adequate storage contributes to a rich curriculum.
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-12
Room arrangements
•Should help the program meet its goals•Should be open and inviting•Should provide areas that feel private•Should consider the needs of children with disabilities
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Early Childhood Environments
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Small Group/Pairs Discussion Based on what you learned from this
video-clip (along with your own experience), how can you use the classroom design (i.e., using texture, color, furniture, etc.) to support children’s developmental growth?
Did you learn any new approaches that you might want to implement?
6-14
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-15
Furniture and Equipment • Include comfortable child-sized and adult-sized seating
• Include appropriately proportioned tables and chairs for children
• Include open shelves that give children choices•Be flexible and open-ended •Be durable, practical, and attractive
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-16
Learning/activity centers should offer these kinds of experiences every day:
•Quiet activities such as listening to books•Structured activities such as puzzles•Craft and discovery activities such as paint, play dough, water, and sand
•Dramatic play activities such as dress-up•Large motor activities such as climbing and sliding
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
The Creative Curriculum Learning Environment Video Clip
6-17
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Group Discussion Based on The Creative Curriculum
approach, what strategies did you find effective?
Were there any approaches you didn’t like?
6-18
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-19
Each learning center should:
1. Be in a specific location well suited for the activity2. Have clearly marked boundaries3. Provide areas for play and for observing4. Provide for storage and display of related
materials5. Create a mood that sets it apart from other areas
in the classroom
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-20
Infant/toddler environments:•Must keep children safe and healthy
•Should be aesthetically pleasing with beautiful colors, sounds, textures, etc.
•Should be “baby scale” and “adult scale”
•Should have open ended materials and duplicates of popular toys
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-21
Infant/toddler environments: (continued)
•Should provide children opportunities to be alone
•Should include small activity areas for one or two children
•Should be predictable and familiar, but also novel
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-22
Activity centers for preschool and primary-age children
•Blocks •Dramatic play•Art •Music – for listening to & making music and for dancing/marching etc.
•Water and sand •Woodworking and carpentry•Science and mathematics •Manipulatives and small construction toys•Language, literacy, writing, and books
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-23
Activity centers for school-age care
•Cooking and snacks•Quiet space for reading, homework, listening to music, creative writing, resting
•Arts and crafts, woodworking if possible •Table games and manipulatives •Computer center with Internet access•Other areas based on children’s interests
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-24
Plan for these adult/private areas•Family reception area•Adult lounge/rest rooms•Staff workroom•Professional library•Office and administrative area•Isolation area for children who are ill
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-25
Aspects of well-designed playgrounds
•Location•Size•Fencing•Varied terrain•Surface including resilient surfacing under climbing structures
•Shade and shelter•Storage for wheeled toys, sand & water play toys, balls, etc.
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-26
Playground zones include:•Open areas•Road for wheeled toys•Sandpit or sandbox•Water areas•Gardens•Play structures
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
6-27
Supervision is the most important part of the playground
•Teachers need training in playground safety
•Teachers must be able to see all areas of the playground
•Teaches must be actively involved with children’s play
•Be alert to hazards such as broken equipment
Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Classroom Activity-Creating your Dream Classroom
• Think about your ideal classroom or outdoor environment
• Next, write down all the areas (and key materials) that are needed
• Based on your approach to early education, you are going to create (using markers & a large sheet of paper), your ideal classroom (or outdoor) environment (you may work individually, in pairs or in small groups).
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Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up• Read Chapter 6 & review this week’s
PowerPoint• Continue working on and complete
Creating a Mini Family/Parent Handbook Assignment (due next week-10/11)
• Also continuing working on the Mini Staff Handbook Assignment (due on 11/1)
• Please let me know if you have any questions!
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