Creating a positive learning environmentPippa Totraku
This document discusses creating a positive learning environment in early years settings. It addresses several key points:
1) The environment plays a key role in supporting children's development and learning. It should meet individual needs, foster independent learning through play, and provide indoor and outdoor learning opportunities.
2) High-quality environments have caring relationships between adults and children, support emotional well-being through predictable routines and consistently applied rules, and have high expectations for children.
3) Research studies like EPPE have found that high-quality pre-school experiences provide long-term benefits, especially for disadvantaged children. Key elements of quality include educational goals, responsive adult-child interactions, and a safe, stimulating physical environment.
Play is important for children's social and cognitive development. It can improve social skills, problem solving, friendships and self-esteem. There are different types of play such as functional play, constructive play, pretend or symbolic play, and games with rules. Pretend play peaks around age 5 and then declines as games with rules become more common. Play allows children to learn social skills like cooperation, consider other perspectives, and develop emotionally. Both childhood and adolescent play correlate with benefits like social competence and positive mental health.
The document describes Parten's stages of social play in children, including unoccupied play, onlooker play, solitary play, parallel play, associative play, and cooperative play. It defines each stage and provides examples. The stages progress from no interaction with others to coordinated group play with shared goals. The document encourages observing examples of these stages in children and identifying them in a provided video. It suggests further reading on the topic.
This document discusses the importance and benefits of play for children's development. It outlines how play helps children develop physically, intellectually, emotionally, and socially. The document also describes different types of play including active, quiet, cooperative, solitary, dramatic or pretend, skill mastery, sensory motor, and rough and tumble play. Finally, it provides tips for parents on facilitating positive play experiences for children.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
Raising a child in today's world is challenging for parents. The document provides guidance on positive parenting techniques to help children grow up healthy. It emphasizes becoming an expert in child development, providing unconditional love while also setting clear boundaries and rules, and empowering children by listening to their views and guiding them through tough decisions. The tips encourage focusing on developing a strong relationship with open communication, understanding a child's friends and influences, and seeking help from professionals when needed to best support a child's healthy development.
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
This document discusses early childhood development from ages 2 to 6. It notes that early childhood is divided into early childhood (ages 2-6) and late childhood (ages 6 until sexual maturity). During early childhood, children develop physically, learning to walk, talk in sentences, and gain weight and height significantly. They also develop emotionally, learning to relate to others and give/receive affection. Psychologically, this stage is referred to as the "pregang" age, where children explore, question, create, and imitate. Physically, children's bones, muscles and teeth continue developing during this stage.
Creating a positive learning environmentPippa Totraku
This document discusses creating a positive learning environment in early years settings. It addresses several key points:
1) The environment plays a key role in supporting children's development and learning. It should meet individual needs, foster independent learning through play, and provide indoor and outdoor learning opportunities.
2) High-quality environments have caring relationships between adults and children, support emotional well-being through predictable routines and consistently applied rules, and have high expectations for children.
3) Research studies like EPPE have found that high-quality pre-school experiences provide long-term benefits, especially for disadvantaged children. Key elements of quality include educational goals, responsive adult-child interactions, and a safe, stimulating physical environment.
Play is important for children's social and cognitive development. It can improve social skills, problem solving, friendships and self-esteem. There are different types of play such as functional play, constructive play, pretend or symbolic play, and games with rules. Pretend play peaks around age 5 and then declines as games with rules become more common. Play allows children to learn social skills like cooperation, consider other perspectives, and develop emotionally. Both childhood and adolescent play correlate with benefits like social competence and positive mental health.
The document describes Parten's stages of social play in children, including unoccupied play, onlooker play, solitary play, parallel play, associative play, and cooperative play. It defines each stage and provides examples. The stages progress from no interaction with others to coordinated group play with shared goals. The document encourages observing examples of these stages in children and identifying them in a provided video. It suggests further reading on the topic.
This document discusses the importance and benefits of play for children's development. It outlines how play helps children develop physically, intellectually, emotionally, and socially. The document also describes different types of play including active, quiet, cooperative, solitary, dramatic or pretend, skill mastery, sensory motor, and rough and tumble play. Finally, it provides tips for parents on facilitating positive play experiences for children.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
Raising a child in today's world is challenging for parents. The document provides guidance on positive parenting techniques to help children grow up healthy. It emphasizes becoming an expert in child development, providing unconditional love while also setting clear boundaries and rules, and empowering children by listening to their views and guiding them through tough decisions. The tips encourage focusing on developing a strong relationship with open communication, understanding a child's friends and influences, and seeking help from professionals when needed to best support a child's healthy development.
The document discusses several theories of play from both classical and modern perspectives. Early classical theories viewed play as a way to release surplus energy (Spencer, 1875), relax from fatigue (Lazarus, 1883), or practice skills needed for survival (Groos, 1898). Modern theories see play as a way for children to work through drives or resolve conflicts (Freud, 1908), integrate new experiences (Piaget, 1962), or progress through stages from solitary to cooperative play (Parten, 1932). The document provides an overview of the developmental perspectives on the importance and purpose of play.
This document discusses early childhood development from ages 2 to 6. It notes that early childhood is divided into early childhood (ages 2-6) and late childhood (ages 6 until sexual maturity). During early childhood, children develop physically, learning to walk, talk in sentences, and gain weight and height significantly. They also develop emotionally, learning to relate to others and give/receive affection. Psychologically, this stage is referred to as the "pregang" age, where children explore, question, create, and imitate. Physically, children's bones, muscles and teeth continue developing during this stage.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
This document discusses the importance of play for child development. It defines play and explains that play is essential for education as children learn through play. It outlines that play enables children to explore their world, develop social and cultural understandings, express thoughts and feelings, and meet and solve problems. The document then discusses how play supports cognitive development, language and literacy development, social development, emotional development, physical development, creativity and imagination. It provides examples for each type of development. Overall, the document emphasizes that play is critically important for children's learning and development across multiple domains.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. He observed his own children from infancy and developed a four stage model: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 11 and up). In each stage, children develop new cognitive abilities as they interact with the world, such as object permanence, language development, logical thinking, and abstract reasoning. Piaget believed cognitive development was driven by biological maturation and environmental experiences that create challenges for children's understanding.
Children and Play: Role of Play in Early ChildhoodIra Parenting
Play helps children to engage and interact with the world around them. We present you with a well-researched presentation explaining the role of play in early childhood.
This document outlines a training for early childhood educators on nutrition, health, and safety. It discusses considerations for developing practices in these areas for early learning environments. It also describes identifying developmentally appropriate ways for educators to teach young children about their own health, safety, and nutrition. Examples of learning activities that promote understanding of physical fitness, health, nutrition, and safety are provided. The document also covers teacher responsibilities for ensuring safe and healthy environments, and strategies for engaging families and communities.
The document outlines Mildred Parten's six stages of play: unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play. It describes each stage, including the typical age ranges and skills developed at each stage. Unoccupied play involves no real engagement and is seen in infants. Solitary play involves playing alone and is common in toddlers ages 2-3. Onlooker play involves observing others play without joining in. Parallel play and associative play involve playing side-by-side or together without set rules, developing social and language skills. Cooperative play involves assigned roles and group goals for children ages 4-6.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
The document discusses the debate around appropriate screen time for young children. It examines benefits such as learning social skills through coviewing with adults, but also risks like increased obesity, behavior issues, and sleep problems. One study found that children ages 6 months to 2 years who used handheld screens for more than 30 minutes daily faced a 49% increased risk of speech delays. While technology can enhance learning if used moderately, excessive screen time may stunt cognitive development in young children by replacing important environmental stimuli. The conclusion is that caregivers should limit screen time and spend more time directly interacting with children.
Infant language and literacy developmentBrixie Cappal
The document describes the stages of language development in infants from birth to 12 months. It discusses four stages: reflexes from birth to 1 month, primary circular reactions from 1-4 months, secondary circular reactions from 4-8 months, and coordination reactions from 8-12 months. During these stages, infants develop control over their bodies and an understanding of cause and effect. They also progress from involuntary reflexes to more intentional behaviors. The document also outlines characteristics of infant language development such as listening, speaking, print awareness, and book knowledge. Appropriate environments, materials, and adult interactions are described to support development at each stage.
This document discusses adolescence as a period of stress and strain. It defines adolescence as the transition from childhood to adulthood according to the WHO as ages 10-19. Adolescence is characterized by rapid physical, social, psychological, and sexual maturation. However, these changes do not occur simultaneously, causing stress and confusion. G. Stanley Hall referred to adolescence as a time of "storm and stress" due to the flood of hormones and internal changes during puberty combined with external life changes. The document outlines some of the challenges adolescents face including becoming independent, developing ideals, health issues, and lack of a clear adult identity while being past childhood. Schools and teachers are said to have an important role in guiding adolescents through
The document discusses key principles for designing environments that support play and exploration for infants and toddlers. It emphasizes the importance of [1] intentionally arranging accessible materials and furnishings to define different play areas, encourage peer interaction, and allow children to focus on activities; [2] displaying children's artwork and documentation of their experiences; and [3] incorporating mirrors, natural light, plants, and opportunities for art exploration to stimulate learning and development.
Children develop through interactions with their environment, which provides opportunities for engagement. A quality childcare environment has age-appropriate activities and materials that are accessible to children. It also provides various spaces for different types of play and displays the children's artwork. Arranging the physical space can guide children's behaviors and encourage or discourage certain activities. Providing defined play areas and organizing materials can suggest how children should play and engage with different activities.
Rudolf Steiner viewed play as essential for healthy child development and preparation for the future. His theories emphasized an education that nurtured children's senses through creative play, imitation of meaningful adult activities, and an environment of love, warmth, and gratitude. This allowed children to develop clarity, sensitivity, and strength as they concentrated, were inventive and adaptable. Practitioners can support children's development by providing resources and activities that allow imitation and preparation for life through play.
Models of early intervention for studentsRojeen Zara
Educational programs and approaches for students with intellectual disabilities (ID) and learning disabilities (LD) aim to break learning tasks into smaller steps, provide concrete demonstrations, and give immediate feedback. Models of early intervention include center-based programs, home-based programs, and programs in regular childcare settings. As students age, programs include integrated preschool settings, segregated preschool settings, Head Start, resource room placements, special class placements, and homebound programs. Educational approaches emphasize concrete demonstrations, breaking tasks into steps, providing assistance and feedback, teaching life skills, and collaborating with parents and staff.
Children have various needs that parents and guardians should meet as they grow and develop. These include providing food, shelter, clothing, medical care, safety, and a loving environment. Parents are also responsible for teaching children about their religious beliefs and practices from a young age through both instruction and leading by example in their own behavior. It is important to treat all children in a family with equal love, fairness, and justice to support their healthy development.
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
The document discusses the importance of play for children's development. It states that play helps children develop physically, intellectually, emotionally, and socially. It also outlines different types of play appropriate for different age groups, from infants to school-aged children. The document provides guidance on selecting safe and age-appropriate toys and the role of parents and nurses in facilitating play.
This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
The document discusses play and its importance for child development. It outlines different types of play including social affective play, play with objects, language, skills, motion, nature, and social materials. It describes the physical, intellectual, moral, creative, therapeutic, and socialization values of play. Parten's stages of play are explained including unoccupied, onlooker, solitary, parallel, associative, and cooperative play. Other types of play that contribute to maturity are also outlined such as dramatic, competitive, physical, constructive, and medical play. The characteristics and purposes of medical play are then defined.
The document discusses the key elements of an ideal toddler classroom environment, both indoors and outdoors. Indoors, there should be ample open space for playing, eating, napping, and learning. The room needs to include areas for blocks, kitchen play, sensory activities, dining, and diaper changing, with furnishings at an appropriate toddler height and colorful displays of children's art. Outdoors, the environment should be safe and observable, with large open spaces for running and playing, age-appropriate play structures over soft surfaces, a sand box, and a garden area for nature exploration.
The document provides information about the requirements and features of a playgroup school case study of G.D. Goenika Public School. It discusses the need for classrooms for different age groups, a reception area that provides early learning and social benefits, and specialized areas like a computer lab, library, and clearly demarcated play areas and zones, including an outdoor playground. Floor plans of the school show the layout of these facilities on the ground and first floors.
The Agency's Inclusive Early Childhood Education project aimed to identify, analyse and subsequently promote the main characteristics of quality inclusive early childhood education for all children from three years of age to the start of primary education.
This document discusses the importance of play for child development. It defines play and explains that play is essential for education as children learn through play. It outlines that play enables children to explore their world, develop social and cultural understandings, express thoughts and feelings, and meet and solve problems. The document then discusses how play supports cognitive development, language and literacy development, social development, emotional development, physical development, creativity and imagination. It provides examples for each type of development. Overall, the document emphasizes that play is critically important for children's learning and development across multiple domains.
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. He observed his own children from infancy and developed a four stage model: sensorimotor (birth to age 2), preoperational (ages 2 to 7), concrete operational (ages 7 to 11), and formal operational (age 11 and up). In each stage, children develop new cognitive abilities as they interact with the world, such as object permanence, language development, logical thinking, and abstract reasoning. Piaget believed cognitive development was driven by biological maturation and environmental experiences that create challenges for children's understanding.
Children and Play: Role of Play in Early ChildhoodIra Parenting
Play helps children to engage and interact with the world around them. We present you with a well-researched presentation explaining the role of play in early childhood.
This document outlines a training for early childhood educators on nutrition, health, and safety. It discusses considerations for developing practices in these areas for early learning environments. It also describes identifying developmentally appropriate ways for educators to teach young children about their own health, safety, and nutrition. Examples of learning activities that promote understanding of physical fitness, health, nutrition, and safety are provided. The document also covers teacher responsibilities for ensuring safe and healthy environments, and strategies for engaging families and communities.
The document outlines Mildred Parten's six stages of play: unoccupied play, solitary play, onlooker play, parallel play, associative play, and cooperative play. It describes each stage, including the typical age ranges and skills developed at each stage. Unoccupied play involves no real engagement and is seen in infants. Solitary play involves playing alone and is common in toddlers ages 2-3. Onlooker play involves observing others play without joining in. Parallel play and associative play involve playing side-by-side or together without set rules, developing social and language skills. Cooperative play involves assigned roles and group goals for children ages 4-6.
This slide show accompanies the learner guide NCV 2 Early Childhood Development Hands-On Training by Melanie Vermaak, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
The document discusses the debate around appropriate screen time for young children. It examines benefits such as learning social skills through coviewing with adults, but also risks like increased obesity, behavior issues, and sleep problems. One study found that children ages 6 months to 2 years who used handheld screens for more than 30 minutes daily faced a 49% increased risk of speech delays. While technology can enhance learning if used moderately, excessive screen time may stunt cognitive development in young children by replacing important environmental stimuli. The conclusion is that caregivers should limit screen time and spend more time directly interacting with children.
Infant language and literacy developmentBrixie Cappal
The document describes the stages of language development in infants from birth to 12 months. It discusses four stages: reflexes from birth to 1 month, primary circular reactions from 1-4 months, secondary circular reactions from 4-8 months, and coordination reactions from 8-12 months. During these stages, infants develop control over their bodies and an understanding of cause and effect. They also progress from involuntary reflexes to more intentional behaviors. The document also outlines characteristics of infant language development such as listening, speaking, print awareness, and book knowledge. Appropriate environments, materials, and adult interactions are described to support development at each stage.
This document discusses adolescence as a period of stress and strain. It defines adolescence as the transition from childhood to adulthood according to the WHO as ages 10-19. Adolescence is characterized by rapid physical, social, psychological, and sexual maturation. However, these changes do not occur simultaneously, causing stress and confusion. G. Stanley Hall referred to adolescence as a time of "storm and stress" due to the flood of hormones and internal changes during puberty combined with external life changes. The document outlines some of the challenges adolescents face including becoming independent, developing ideals, health issues, and lack of a clear adult identity while being past childhood. Schools and teachers are said to have an important role in guiding adolescents through
The document discusses key principles for designing environments that support play and exploration for infants and toddlers. It emphasizes the importance of [1] intentionally arranging accessible materials and furnishings to define different play areas, encourage peer interaction, and allow children to focus on activities; [2] displaying children's artwork and documentation of their experiences; and [3] incorporating mirrors, natural light, plants, and opportunities for art exploration to stimulate learning and development.
Children develop through interactions with their environment, which provides opportunities for engagement. A quality childcare environment has age-appropriate activities and materials that are accessible to children. It also provides various spaces for different types of play and displays the children's artwork. Arranging the physical space can guide children's behaviors and encourage or discourage certain activities. Providing defined play areas and organizing materials can suggest how children should play and engage with different activities.
Rudolf Steiner viewed play as essential for healthy child development and preparation for the future. His theories emphasized an education that nurtured children's senses through creative play, imitation of meaningful adult activities, and an environment of love, warmth, and gratitude. This allowed children to develop clarity, sensitivity, and strength as they concentrated, were inventive and adaptable. Practitioners can support children's development by providing resources and activities that allow imitation and preparation for life through play.
Models of early intervention for studentsRojeen Zara
Educational programs and approaches for students with intellectual disabilities (ID) and learning disabilities (LD) aim to break learning tasks into smaller steps, provide concrete demonstrations, and give immediate feedback. Models of early intervention include center-based programs, home-based programs, and programs in regular childcare settings. As students age, programs include integrated preschool settings, segregated preschool settings, Head Start, resource room placements, special class placements, and homebound programs. Educational approaches emphasize concrete demonstrations, breaking tasks into steps, providing assistance and feedback, teaching life skills, and collaborating with parents and staff.
Children have various needs that parents and guardians should meet as they grow and develop. These include providing food, shelter, clothing, medical care, safety, and a loving environment. Parents are also responsible for teaching children about their religious beliefs and practices from a young age through both instruction and leading by example in their own behavior. It is important to treat all children in a family with equal love, fairness, and justice to support their healthy development.
Understanding How 'Screen Time' Affects Learning Lisa Guernsey
Presented in parts with Faith Rogow at NAEYC 2013, the annual meeting for the National Association for the Education of Young Children, in Washington, DC on November 23, 2013.
The document discusses the importance of play for children's development. It states that play helps children develop physically, intellectually, emotionally, and socially. It also outlines different types of play appropriate for different age groups, from infants to school-aged children. The document provides guidance on selecting safe and age-appropriate toys and the role of parents and nurses in facilitating play.
This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
The document discusses play and its importance for child development. It outlines different types of play including social affective play, play with objects, language, skills, motion, nature, and social materials. It describes the physical, intellectual, moral, creative, therapeutic, and socialization values of play. Parten's stages of play are explained including unoccupied, onlooker, solitary, parallel, associative, and cooperative play. Other types of play that contribute to maturity are also outlined such as dramatic, competitive, physical, constructive, and medical play. The characteristics and purposes of medical play are then defined.
The document discusses the key elements of an ideal toddler classroom environment, both indoors and outdoors. Indoors, there should be ample open space for playing, eating, napping, and learning. The room needs to include areas for blocks, kitchen play, sensory activities, dining, and diaper changing, with furnishings at an appropriate toddler height and colorful displays of children's art. Outdoors, the environment should be safe and observable, with large open spaces for running and playing, age-appropriate play structures over soft surfaces, a sand box, and a garden area for nature exploration.
The document provides information about the requirements and features of a playgroup school case study of G.D. Goenika Public School. It discusses the need for classrooms for different age groups, a reception area that provides early learning and social benefits, and specialized areas like a computer lab, library, and clearly demarcated play areas and zones, including an outdoor playground. Floor plans of the school show the layout of these facilities on the ground and first floors.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on the seven areas of learning - Personal, Social and Emotional Development, Communication and Language, Physical Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. It discusses typical activities, topics, and assessments in the Foundation Stage.
CLOtC Conference 2018 - Case Study: Boston West Academyemily_CLOtC
Emma Schofield, Outdoor Learning Leader and Assistant Head showcased her school: Boston West Academy which moved from OFSTED ‘Special Measures to Outstanding’. Emma discussed how embedding learning outside the classroom across the curriculum changed the culture of a school.
This presentation took place at the CLOtC Conference 2018 at the Black Country Living Museum, Dudley, on Thursday 22nd November 2018.
The document discusses developmentally appropriate practice (DAP) in early childhood education. It provides 12 principles of DAP, which emphasize that children learn through active experiences; development occurs through interactions between maturation and the environment; and optimal learning happens when education is tailored to children's developmental levels. The document also provides examples of how to design different centers and learning activities that apply DAP principles, focusing on literacy, fine motor skills, science, math and other domains of learning.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on what children will learn in each of the seven areas of learning and suggests ways parents can support their learning at home. The document concludes with an overview of typical school days and assessment in the Foundation Stage.
This document discusses the importance of outdoor play for children and provides information about a nursery's outdoor play program. Some key benefits of outdoor play mentioned include stimulating creativity, improving immune systems, and increasing attention spans. The nursery's outdoor areas include physical play equipment, areas for constructive play with materials like sand and blocks, and spaces for social play activities. Safety measures are outlined, such as fenced areas and regular checks of play spaces and plants. Concerns about dirty clothes or children feeling left out are addressed. The nursery believes providing outdoor play experiences is important for children's development.
Developmentally appropriate practice (DAP) is an approach to teaching grounded in research on how young children develop and learn. DAP recognizes that children's development occurs across physical, social, emotional, and cognitive domains; that children learn through active experiences; and that development is influenced by social and cultural contexts. DAP should be implemented wherever young children learn and play, including classrooms, homes, and group settings. Key aspects of a DAP environment include well-defined learning centers, print-rich materials, fine motor activities, and a focus on literacy, math, and science.
This document provides a list of furniture, materials, and equipment needed to outfit the indoor and outdoor environments of a preschool classroom for 12-15 3-5 year old children. It includes detailed items for different activity centers, dramatic play, math/manipulatives, language/literacy, building, and outdoor play along with the associated costs. Guidelines are provided for creating rich indoor environments through exploration, play, teaching, social interaction, significance to children, and a sense of belonging. Outdoor environments should support gross motor development, active engagement, physical exercise, safety, and natural materials.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
Communication Strategy for preschool Children in Early Childhood Care and Education. It mostly discuss on communication skills and strategy to be used in Early Childhood Development
Play is important for children's development as it helps them learn and build skills in both fun and absorbing ways. Through play, children can develop self-worth, language skills, creativity, social skills, problem solving, and more. Specifically, playing with sand and water helps children develop physically, mentally, and emotionally as it encourages exploration, experimentation, and the practice of early math and science skills. Role playing and outdoor play also provide opportunities for building confidence, communication, and physical skills while stimulating children's imaginations.
The document provides information about the Prep Year program at Moreton Bay Boys' College (MBBC). It discusses that the Prep Year is supportive and stimulating for boys. The program develops skills through engaging activities guided by the boys' interests. It helps boys transition to future learning and develop emotionally, intellectually, and spiritually. The Prep program runs from 8:15am to 2:15pm five days a week and prepares boys for Year 1.
- Informal learning contexts like parks, museums, music rooms, playgrounds, and planetariums provide varied learning experiences outside of traditional classrooms. They allow for self-directed, experiential learning through exploration and participation.
- Museums and parks in particular foster both educational and entertainment outcomes for children and families. Though visits are brief, these places engage students in exhibits, activities, and natural environments that teach subjects like math, science, and history in interactive ways.
- Music rooms present classical music in an accessible, popular format to broaden audiences. Playgrounds support children's physical, social, and cognitive development through outdoor play, risk-taking, and experimentation with their natural surroundings.
“Can teachers of young children create stimulating and enriching out- door environments that are also safe? “(Olsen, 2013, p. 11). This artifact answers just that question by providing a powerpoint presentation on the guidelines for a safe and enriching requirements of indoor and outdoor play. “The outdoor environment is an extremely important place within early childhood programs. There are endless opportunities for developmentally appropriate practice in the outdoor spaces,” (2103).
Find a "Gold Mine" of Free Internet Based Education Resources--2018 EditionGeorge Sabato
George Sabato presented on his "Best of the Web for Education" website which is a portal featuring personally selected websites on a broad spectrum of education topics. The website includes common core resources, as well as history, geography, math, science, art, music, homework help, news, virtual tours and educational games. Sabato demonstrated how teachers can utilize the site to find vetted internet resources for their classes and create Word documents or web pages with hotlinks to share resources with students.
This document discusses considerations for arranging physical spaces in early childhood education. It emphasizes that the environment influences child development and learning. Key points include:
- The physical environment should be safe, developmentally appropriate, and stimulating for children. It should meet their changing needs over time.
- Learning centers allow for both independent and small group activities. Centers should be clearly delineated and equipped with materials to promote self-learning.
- Factors like traffic flow, storage, equipment, group sizes, and labeling should be considered for effective classroom management and use of space. The environment can promote language, literacy, and other skills.
A Guide to Creating Accessible Play Spaces for Schools
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
PowerPoint Presentation for the National Association for Family Child Care (NAFCC), The New England Symposium On Play (William H. Strader, Ed.D.) and Grounds For Play (David Reeves)
Playtime in Africa: Dzorwulu play researchmmofraghana
As part of its initiative to create a much-needed sustainable play space in in Accra, Ghana, Mmofra Foundation interviewed children, teenagers and parents in the Dzorwulu neighbourhood about play habits, facilities and requirements.
Similar to Enabling Environment- How to Set up Classrooms in Early Years (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. +
Learning Outcomes
Today we are looking at-
■ What is the importance of classroom set up in early years.
■ Why is it important?
■ How it should be done?
3. +
Enabling Environment
■ In which early years classroom, children are likely to learn and
develop more and why?
1. 2.
4. +
Enabling Environment
■ In professional terms, classroom setup is known as physical
environment.
■ Physical environment includes furniture, resources available for
children such as books, toys, paints, clay ,sand ,water and
what has been displayed on the walls.
■ This physical indoor and outdoor environment plays an
important role in children’s learning and development.
5. +
Enabling Environment
■ A classroom which has been set up according to children’s
ages, interests and needs provide children opportunity to play.
■ Play is a very undervalued term specially in very academically
oriented societies.
■ We need to understand that children learn through play.
6. +
Enabling Environment
■ For centuries, lots of research has been done regarding
importance of play. Here are some examples of few famous
child theorists.
■ Piaget has said that children are active learner. They learn by
doing things not by telling. Example can be- If you want to
teach children about sinking and floating, you should provide
water tray with objects that can float and sink in a classroom.
7. +
Enabling Environment
■ Another famous theorist Vygotsky said that children cognitively
develop and learn when they interact with each other. It’s
important for children to be involved in social play where they
learn from each other. According to him play, particularly
imaginative play is important for children’s language
development.
■ Examples of imaginative play can be home corner, pretend
shops, pretend post office and doctor’s surgery.
8. +
Enabling Environment
■ So how you should be set up your classroom in early years?
■ Your classroom and outdoor should provide children lots of
opportunities to explore, talk, make friends and play. This can
only happen when you include different workshops/areas in
your class rooms apart from having only tables and chairs.
9. +
Areas/workshops
A number of workshop areas and regular activities that should be part
of early years classroom:
Construction and block area Graphics area
Sand and water area Small world area
Book area Music and sound-
making area
Home corner and role-play area Creative workshop area
Malleable and tactile area Digging and planting area
Large physical apparatus (climbing frame/ A-frames etc)
Small physical equipment (balls, hoops/ bikes etc.)
Shopping and cooking activities
10. +
Classroom Set-Up
■ Rich environments indoors and Outdoors have an immediate
effect on the quality of children’s learning and development.
■ However, A suitable environment for a young baby will be very
different from a suitable environment for a four year old
although some features will be the same.
■ We can talk about how to set up classrooms fro different age
groups in the next Webinar.