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The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
The Where Of Early Childhood Education
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The Where Of Early Childhood Education

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The Where of Early Childhood Education

The Where of Early Childhood Education

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  • 1. The Where of Early Childhood Education The Physical Environment
  • 2. Objectives
    • The physical environment affects both children and adults
    • Understand the importance of the indoor environment with focus on how to use it most effectively to support the development of young children
    • Understand the importance of the outdoor environment and how to maximize its potential
    • Understand how to adapt the environment meet the requirements of children with special needs
    • Learn hoe to select developmentally appropriate equipment and materials for use in the ECE program
  • 3. Effects of the Physical Environment
    • “ Arrangement, organization, size, density, noise level, even the color of the classroom directly and indirectly invite a range of behaviors from teachers and children.”
    • Effects on children
      • Classroom environment should support the development of children-what does this mean?
    • Effects on teachers
      • 4 categories of space
        • Personal belongings, preparation and planning areas, paperwork storage, communication centers
  • 4. The Indoor Environment
    • Fixed features
      • Room size, square footage per child, shape of the room, lighting, building materials, etc.
    • Movable features
      • Convey purposes of space, limits on behavior, establish boundaries, encourage quiet or active areas
    • Learning centers
      • Combining materials and equipment around common interest areas
    • Safety
    • Infants and Toddlers
      • How would this space be arranged differently?
  • 5. Arranging the Outdoor Environment
    • Fixed outdoor play structures
      • Creative playgrounds
      • Adventure playgrounds
    • Flexible outdoor play components
    • Adapting the environment
  • 6. Developmentally Appropriate Equipment
    • Criteria
      • Does it support the program’s philosophy?
      • Is the equipment appropriately sized?
      • Is it safe?
      • Is it durable?
      • Is there room for it?
      • Can it be constructed rather than purchased?
      • Is it aesthetically pleasing?
      • Is it easy to clean and maintain?
  • 7. Developmentally Appropriate Materials
    • Criteria
      • Are the materials developmentally appropriate?
      • Are the materials active?
      • Are the materials open-ended?
      • Do the materials give feedback?
      • Do the materials lend themselves to many possibilities?
      • Are they safe and durable?
      • Are they attractive?
      • Are they non-0sexist and non-racial?
      • Do you have a wide variety?
      • Do you have duplicates?
  • 8. Teacher-Made
    • The best toys are not always store bought
      • Dramatic play kits
        • Let’s play store
        • Let’s play house
        • Let’s play we’re going on a trip in our car
        • Let’s play we are fishing
        • Let’s play we are kings and queens in our own castle
  • 9. Helpful Resources and Web Sites
    • Quality in child Care Setting
    • Learning centers

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