Chapter 09
Upcoming SlideShare
Loading in...5

Like this? Share it with your network

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 3 3

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Chapter 9
    Sensory Centers
  • 2. Overview
    Children learn through their five senses
    Sensory learning
    Children and adults inhabit different sensory worlds
    The quality of the environment contributes to sensory development
  • 3. Water, Sand, and Mud Play
    No right or wrong way to play
    Indoor and outdoor activities
    Individual and small group activities
    Materials offer many opportunities to learn about transformations
    Encourage imagination and confidence
    Can relate to any theme
    Should be used daily
  • 4. Water, Sand, and Mud Play(continued)
    Purposes and objectives
    Perform simple experiments
    Measure, compare, and solve problems
    Play creatively
    Develop new vocabulary
    Teacher’s role
    Observe, ask open-ended questions, and show support
    Pay attention to safety and health practices
    Props and materials
    Use dry, finely textured sand
    Use plastic props and containers
  • 5. Blocks
    Unit blocks
    Caroline Pratt
    Sturdy wooden blocks
    Standard measurements
    Hollow blocks
    Assorted blocks
    Block accessories
    Placement considers noise level and traffic patterns
  • 6. Blocks (continued)
    Developmental stages
    Carry blocks from place to place
    Pile one block on top of another
    Make block rows
    Use blocks to enclose a space
    Build block bridges
    Make patterns and designs
    Use blocks for representation
  • 7. Blocks (continued)
    Purposes and objectives
    Develop concepts and perceptions
    Whole part relations
    Balance skills, matching skills
    Gross and fine motor development
    Release emotions in an acceptable way
    Cooperate with peers
  • 8. Blocks (continued)
    Teacher’s role
    Observe developmental levels
    Set limits and define rules
    Inform families and document through photographs
  • 9. Woodworking
    This center has existed for a long time in the early childhood classroom
    Sometimes these centers are not seen, or they are underused
    This is not just a center for boys
    Place away from quiet centers
  • 10. Woodworking (continued)
    Teacher’s role
    Provide close supervision
    Establish rules
    Value the process more than the product
    Purposes and objectives
    Develop and coordinate large and small muscles
    Improve hand-eye coordination
    Learn to sustain interest and overcome frustration
    Equipment and materials
    Use real tools and provide safety goggles
  • 11. Cooking and Creative Food Experiences
    Children should be involved in the process of planning through the cleanup
    Cooking offers curriculum extensions
    Math, science, reading (rebus), social studies
    Following directions, sequencing, cooperation
    Review Food Pyramid Guide
    Projects must be developmentally appropriate, must be age appropriate, and can enhance cultural sensitivity
  • 12. Cooking and Creative Food Experiences (continued)
    Purposes and objectives
    Learn about nutrition and the food groups
    Feel responsible, independent, and successful
    Teacher’s role
    Review food allergies of children
    Establish limits and rules
    Use correct terminology
    Provide ample time
    Develop beginning reading, math, and science concepts
    Props and materials
    Use real kitchen utensils and equipment
  • 13. Technology
    Selection of software
    Age-appropriate concepts
    Printed and graphic instructions
    Use as a process
    Child can direct the pace
    Pick software that your equipment can run
    Screen the programs before use
  • 14. Technology (continued)
    Teacher’s role
    Evaluate your comfort level
    Place center near another quiet one
    Consider budget and make backup copies
    Place the hardware on a child-size table
    Guide children until they are comfortable
    Demonstrate to families how computers fit into the curriculum
    Keep informed on research and software
  • 15. Developmentally Appropriate and Multicultural/Anti-Bias Activities
    Books used for a curriculum web
    Whip it up
    Indoor rainbow
    Sensory texture box