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Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint
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Ozark Technical Community College (OTC): ECD 260 lesosn 3 powerpoint

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  • 1. CHAPTER 3: Establishing a Context for Learning Creating Environments for Learning: Birth to Age Eight Second Edition Julie Bullard
  • 2. To provide effective learning opportunities for children there must be an appropriate daily schedule, well-designed transitions, and wellestablished routines Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-2
  • 3. Daily schedules Daily schedules provide consistency and psychological stability for children, causing them to be less anxious and freeing their attention for higher order learning (Bowman, Donovan, & Burns, 2001). Schedules should be used as a guide rather than a rigid time schedule. Schedules should honor children’s interests and needs and allow for unexpected learning opportunities. Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-3
  • 4. Effective schedules:  Reflect early childhood and the program’s philosophy  Respect children’s needs  Include scheduled times such as the use of the gym  Provide a balance of child-initiated and adult initiated activities  Provide a balance of individual, small group, and large group activities  Alternate quiet activities with active activities Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-4
  • 5. Effective schedules also: • Allow adequate time for routines • Provide for planned transitions • Include a daily time to be outdoors • Include extended learning center time (at least one hour) • Include a developmentally appropriate large group time • May include a small-group teacher-directed time • Meet the needs of families Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-5
  • 6. Transition Times:  Can be difficult because they involve a child needing to end one activity to begin another  Often involve multiple step directions, reduced structure, and adults who are multi-tasking  May involve waiting time and unclear expectations if they are poorly planned  Can be especially difficult for children with special needs including children with ADHD or children who are emotionally disturbed Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-6
  • 7. Transition Times Transition times occur frequently in early childhood settings. Did you know? Typical programs may have 12-15 transition times per day, accounting for 20% to 30% of the child’s day (Berk, 1976; Sainato & Lyon, 1983). Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-7
  • 8. With proper planning, transitions can be effective and the time can be educational. Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-8
  • 9. To effectively plan transition times:  Reduce the number of transitions if possible  Visualize how a successful transition for the particular time period will look  Place the transition time on the schedule and daily plan  Pre-determine the roles and responsibilities of each adult during transition times  Reduce waiting time, if possible  Use any wait time that does occur wisely and effectively Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-9
  • 10. To effectively plan transition times, cont.: make give transitions predictable a warning before the start of a transition review expectations before the transition begins actively supervise during transitions make transitions educational adapt transitions if needed for individual children Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-10
  • 11. Did you know? Researchers have found that those teachers who engage in active supervision skills of frequently scanning the room, moving and using proximity to control behavior, and interacting increase appropriate behavior (Colvin, Sugai, Good, & Lee, 1997). Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-11
  • 12. Routines provide a script for a way to act. They allow:  the classroom to run smoothly  everyone to know what to expect  children predictability, stability, and security  a reduction of behavioral issues  avenues for learning social skills, independence, and self-control Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-12
  • 13. When schedules, transitions, and routines are appropriately planned and implemented, everyone knows what to expect, chaos is diminished, and learning is enhanced. Bullard, Creating Environments for Learning, 2e. © 2014, 2010, by Pearson Education, Inc. All Rights Reserved 3-13

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