Indoor environment
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Transcript of Indoor environment
Indoor Environmen
tPaula Juliana I. Navarro
II-2 BECED
Environment
In general, environment refers to the surroundings of an object
Proper environment invites interaction and encourages intelligence development.
The environment can have a tremendous influence on the
mood, development, interest, and production of children.
Environment is the child’s third teacher.
Presenting the environment is the teacher’s greatest curricular asset.
The curriculum’s philosophy is rooted in an understanding of play, multiple intelligence
theory, and child development. The environment must reflect this.
Infants and toddlers
Infant and toddler room should be concerned with care giving and playing with a few infants and
toddlers at a time.
There should be an area for:
Preschool
• Library center• Dramatic play center• Manipulative play center• Science center• Block center• Audiovisual center• Writing center• Music center
understand new
relationships, solve
problems, and test their knowledge.
Interest Centers
Interest centers are areas in the classroom that capture the child's interest. They
provide hands-on learning experience that introduce or reinforce the lesson truths
and many other biblical principles. These areas can involve the five senses in ways that provide active or quiet experiences.
Encourage children to make decisions.
Art center
Provides children with a variety of materials for experimenting,
exploring, and creating.
Materials are arranged on tables or low shelves easily accessible to
the children.
Library center
Should be located as far as possible from distractions and is separate from other
ongoing activities.
Should have bookshelves, at least one table, and a few chairs.
Substitute pillows, carpet squares, or small footstools for tables and chairs.
Children’s books, some picture news magazines, old catalogs. Reference books &
materials, encyclopedia, picture dictionaries…
Dramatic play center
They are able to explore roles they may someday assume, as well as
those that are make-believe.
Manipulative Play center
Builds eye-hand-muscle coordination and specific visual or auditory discrimination skills.
Develops attention span, memory, language skills, and concepts.
Simple table games offer experiences in counting and facilitate learning to cooperate
in a group.
Auditory discrimination skills can be defined as “the ability to identify and distinguish between different sounds.
Science Center
Place where children can actively explore.
Block centerinvolves the whole child.
There is physical attributes because of the actual process of picking up, carrying, and building of the
blocks. There is the intellectual aspect because of the thought process going into the creation of the
architecture.
Then there is the social aspect of conversing with
neighbors, working around and with others, and building what they
know.
Finally, the emotional aspect of creating
something unique and beautiful.
Audiovisual center
Closed off area of the room that can be semi darkened
Writing center
Writing tools. Types of blank booklets, paper, pencils, and other writing tools. Picture dictionaries. List of words on a
chart.
Music center
They can experiment with musical instruments without damaging them or using them in ways that
disturb other children.
Computer center
The computer is another resource
for children’s learning.
Children can use the computer to
gain a new skill or obtain needed
practice.
“We must think clearly how we want our children’s education to improve, what computers can do to help, and how that assistance can, in fact, be accomplished and
whether or not any of this is reasonably affordable.”
-Becker, 1983, p.385
Learning Stations
Centers are broad-based areas for learning and designed to foster the
broad goals of the total early childhood program. Learning stations
are much more specific and are designed to teach, reinforce, clarify
and extend specific learning objectives.
Characteristics:Generally, learning stations should be:1. self-directing: directions should be
so obvious so children can use them independently.
2. Self-correcting: children should be able to tell by the way they’ve completed the task whether or not they are correct.
3. Activity-oriented: stations should be based on children’s manipulation of materials, not just paper-and-pencil tasks.
Any questions?
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