Indoor environment

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Transcript of Indoor environment

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Indoor Environmen

tPaula Juliana I. Navarro

II-2 BECED

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Environment

In general, environment refers to the surroundings of an object

Proper environment invites interaction and encourages intelligence development.

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The environment can have a tremendous influence on the

mood, development, interest, and production of children.

Environment is the child’s third teacher.

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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.

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Infants and toddlers

Infant and toddler room should be concerned with care giving and playing with a few infants and

toddlers at a time.

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There should be an area for:

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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.

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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.

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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.

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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…

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Dramatic play center

They are able to explore roles they may someday assume, as well as

those that are make-believe.

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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.

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Science Center

Place where children can actively explore.

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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.

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Audiovisual center

Closed off area of the room that can be semi darkened

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Writing center

Writing tools. Types of blank booklets, paper, pencils, and other writing tools. Picture dictionaries. List of words on a

chart.

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Music center

They can experiment with musical instruments without damaging them or using them in ways that

disturb other children.

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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.

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“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

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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.

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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.

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Any questions?

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THANK YOUFOR LISTENING!