Psyc3980 pp


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Psyc3980 pp

  1. 1. SPECIALIZED ENVIRONMENTAL DESIGN: PRESCHOOL ENVIRONMENT & CHILDHOOD DEVELOPMENT PSYC 3980 – R10 Jillian Beaumont Samantha Braganza Jill Hilliard Michelle Pham Leslie Wong
  3. 3. WHY DO WE CARE ABOUT THE DESIGNS OF A PRESCHOOL? Designs aimed to improve children’s readiness for school Allows the children to ease in from culture in home to culture outside of home
  4. 4. SHOULD PRESCHOOLS BE INSIDE OR OUTSIDE OF THE SCHOOLS? OUTSIDE  Studies show that out-of-school preschools (in community settings) lead to families to be more engaging.  More flexible & welcoming for families to interact with teachers & children. INSIDE  In-school allows children to adjust to the settings
  5. 5. FULL-DAY/PART-DAY PROGRAMS FULL-DAY Several studies predicted that full-day programs may expose children with too much educational input . PART-DAY A study implied that half-days are too short to allow the children to retain the knowledge learned that day .
  6. 6. TEACHERS  Teachers with BA degrees specifically in early childhood education results in a HIGHER QUALITY OF LEARNING for the children.  Focused training and professional development (for early childhood) practices leads to BETTER LINGUAL INTERACTIONS WITH CHILDREN.  Teacher’s level of depression: Can lead to negative interactions, harshness and withdrawal.
  7. 7. CHILD-TEACHER RATIO Lower ratio promotes better process quality and experiences for the children. Lower ratio allows teacher to be more sensitive to the children. Higher concentration of children in poverty leads to lower levels of quality learning.
  9. 9. CHARACTERISTICS OF THE PRESCHOOL ENVIRONMENT TO PROMOTE GROWTH & DEVELOPMENT  Small classrooms and group sizes  High adult to child ratios  Allow parents to be a part of school committees and decisions  Competent and educated teaching staff
  10. 10. NOISE LEVEL  Design school areas away from local traffic spots (i.e. highways).  Having smaller class sizes also serves to decrease overall ambient noise.  Too much noise is detrimental to children’s learning.
  11. 11. COLOURS & LIGHTING  Having a VARIED COLOUR SCHEME is important: Use combination of neutral and bright colours.  Too many bright colours can be distracting.  NATURAL LIGHT STIMULATES LEARNING: Windows and doors should be redesigned to provide natural light.
  12. 12. GOAL ACTIVITY PHYSICAL ENVIRONMENT When designing an early education environment, it is important to set goals and activities, and have the environment reflect their major characteristics.
  14. 14. ACTIVE LIVING: An approach that encourages people to be physically active everyday ACTIVE LIVING CHILDREN
  15. 15. Many aspects go into designing the environment in a preschool to promote healthy living and encourage physical exercise. Designers adjust the environment to provide INTERESTING CHALLENGING SAFE DESIGN FACTORS areas for physical activity.
  16. 16. APPROPRIATE SPACE Provide spacious and varied indoor and outdoor areas to promote physical activity
  17. 17. ENCOURAGE INCLUSION The environment needs to reassure children and encourage inclusion of ALL children.
  18. 18. IDEAL PHYICAL ENVIRONMENT Structured so that children can explore safely on their own while still having a sense of adventure and discovery.
  19. 19. LEVEL OF ABILITY Meet different physical ability levels of the members, including children with physical limitations and disabilities.
  20. 20. STIMULATING & DYNAMIC Direct children towards activities that will stimulate and interest them to seek strength building exercises. Environment needs to be dynamic in order to maintain the interest of the children as their physical capabilities increase.
  21. 21. FROM THIS … TO THIS!
  22. 22. Designing Preschool Environment has become an Interdisciplinary Team Effort!
  23. 23. Higher ceilings keep ambient noise level down and helps kids stay on task. Non-slip flooring and modular furniture are easy to clean and break up the space. NATURAL SURVEILLANCE: open concept allows teachers to see and be seen. Cubbies for each child and proper storage reduce clutter. CLASSROOM DESIGN
  24. 24. WAYFINDING Blocks of color serve as landmarks. Easy navigation builds confidence, feelings of security. Markings on floors and walls surround child with visual cues. Potential benefit during emergency situations.
  25. 25. PREVENTING THE SPREAD OF ILLNESS CHILD-SIZED facilities make hand-washing easier and therefore more likely that it will actually happen. Any opportunity to provide children with a greater degree of control over their environment boosts confidence and development.
  26. 26. POTENTIAL HEALTH HAZARDS INDOOR AIR QUALITY:  voc’s  formaldehyde  pesticides  asbestos  mold OTHER TOXIC HAZARDS:  lead paint  toxic plants  respireable play sand
  27. 27. Natural play areas or “PLAYSCAPES” stay fun and exciting. OUTDOOR ENVIRONMENT Gardens teach children where food comes from. Fewer built structures encourage kids to explore on their own. Knowledge of food sources COMBATS OBESITY. More time outside leads to more physical activity.