Chapter 4. Theoretical Foundations for Early Childhood Classroom Design. Theoretical Foundations for Early Childhood Classroom Design

Transcription

1 Chapter 4 Supportive Physical Environments: Indirect Guidance All rights reserved. Part 1 Theoretical Foundations for Early Childhood Classroom Design 4-2 Theoretical Foundations for Early Childhood Classroom Design Theories focusing on the systems in which children develop Brofenbrenner s theory on the ecology of human development Theories focusing on how children construct knowledge Dewey, Piaget, and Vygotsky s theories on knowledge construction Theories focusing on psychological and emotional needs Erikson s theory on psychosocial development and Maslow s hierarchy of human needs 4-3 1

2 Part 2 Developmentally Appropriate Physical Environments for 3- to 8-Year-Olds 4-4 Age Appropriate Room Design Room design based on theory Benefits of well-designed spaces for children 4-5 Room Design Based on Theory Sense of order Well arranged, tidy, and organized rooms convey order and comfort Social interaction Set up to promote interaction among children Making choices Set up so that children can learn and practice how to make wise choices Active learning Encourage active learning 4-6 2

3 Benefits of Well-Designed Spaces for Children Lower levels of stress Fewer discipline problems More positive interaction among children Helps children feel independent and selfcontrolled Meets higher-order needs in Maslow s hierarchy Develop better decision making Better ability to initiate and engage in sophisticated dramatic play Research based 4-7 Effects of Poorly Designed Rooms Communicates expectations of failure and lack of respect Contributes to poor academic achievement and behavior problems Higher levels of stress 4-8 Part 3 Guidelines: Developmentally Appropriate Room Design 4-9 3

4 Guidelines for Developmentally Appropriate Rooms Organize the classroom into activity areas Arrange activity areas logically Create attractive and sensory-rich areas Use a variety of indirect strategies to make it easier for children to work and play in the classroom 4-10 Organize the Classroom into Activity Areas Learning center: small group Permanent or semi permanent space large enough for five or six children Serves a specific function reflecting the children s ages and the school s curriculum goals Seating arrangement varies based on the center s purpose Only the materials for the center are stored in the area Change over time 4-11 Organize the Classroom into Activity Areas Learning center: individual Flexible area for one child that blocks some stimulation Promotes concentration on a specific activity Seating arrangement varies based on the center s purpose Only the materials for the center are stored in the area

5 Organize the Classroom into Activity Areas Large Group Area Accommodates most or all of the children or several children during a work period Can be large, open, and flexible Seating arrangement varies based on the activity Specific materials are not stored in this area Materials to manage the space may be stored here 4-13 Organize the Classroom into Activity Areas Private Space Small, partially enclosed space with room for one or two children Visibly isolated from children not the teacher No chairs, tables, or specific materials Allows for right to privacy or right to limit contact with others Not to be used for punishment Clearly defined management known by everyone Limit number of children in this area 4-14 Develop Enough Activity Areas Allows for choices, movement, and active involvement with material and others Age and number of children Provide 1/3 more spaces than there are children General formula X=n+(n 3), x=number of spaces needed and n=number of children in a classroom

6 Arrange Activity Areas Logically Type of work and play in each center Quiet learning centers Ability to sit or stand and work quietly on projects or activities alone or with others More subdued activities Less quiet learning centers Allows for movement, engagement, discussion with others Not excessively noisy 4-16 Arrange Activity Areas Logically Create physical boundaries for areas Promotes cooperation and lessens disruption Create good traffic patterns Flow of movement Wide enough for wheelchairs Long enough to make moving easier Not long enough to promote running Only one entrance to each center Enables children to stop at each center 4-17 Create Attractive and Sensory-Rich Areas Strive for sensory-rich but rich and uncluttered classrooms Modify the lighting Modify ceiling height or floor level Modify the sensory environment Create visual interest Create auditory interest Create olfactory interest Create textural interest

7 Part 4 Additional Considerations in a Classroom for Infants and Toddlers 4-19 Additional Considerations Curriculum Builds on how young children think and learn Provides learning in an active not passive skillbased way Builds knowledge through interactions Offers options suited to each child s learning style Activities Phase one projects and investigations Common experience that is teacher led Provides questions about the event Phase two of projects and investigations Activities that help children answer their questions and investigate topics 4-20 Additional Considerations Criteria for developmentally appropriate activities Many, but not an excessive number, of age-appropriate activities throughout the day Some activities will occur at the same time each day Active involvement and engagement in concrete experiences Available choice from a large number of activities Options on when and how to complete activities Materials: choosing and managing Exploratory and safe items that encourage competent, independent behavior in children Rich assortment

8 Ways to Adapt Curriculum and Instruction Environment: adapt materials for individual needs Presenting information: demonstrate instructions or simplify language Difficulty: adapt how children approach the activity Level of support: Observe to assess how much help a child needs then vary the amount of help given 4-22 Alternative goals: adapt goals and outcomes for children within the same lesson plan or learning activity Participation: adapt activities for different levels of participation Time: adapt the amount of time for children to complete an activity or task Child s response: adapt how much you expect children to accomplish Part 5 Designing Spaces for Infants and Toddlers 4-23 Effects of Well-Designed Environments on Infant/Toddlers Cognition Problem solving in infants and toddlers Enhanced cognitive development through active exploration of surroundings Spatial relations and perspective taking Environment that promotes development of spatial relations and provides with an understanding that children are separate from other people Learning to plan strategies Implications for teachers Provide objects that are responsive and age appropriate Organize the physical environment well to avoid noise, confusion, and overcrowding Introduce certain forms of environmental stimulation