Chapter 09


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Chapter 09

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