Course Introduction

1. Course Introduction EDUC 14648 Learning Environment 2

2. EDUC 14648 • Course outline and expectations • Method of evaluation/assignments/tests in this course • Expectations • Mutual respect

3. Learning Environments • PHYSICAL ENVIRONMENT • Equipment • Room arrangements • Facilities

4. Learning Environments • TEMPORAL ENVIRONMENT • Routines • Schedules • Transitions • Blocks of time for learning activities

5. Learning Environments • INTERPERSONAL ENVIRONMENT • Interactions of children and adults • Philosophies • Ages of children

6. Learning Environment 2 will focus on: • The Temporal Environment • The Daily Routine - Schedules, routines and transitions • Plan – Do – Review • The Interpersonal Environment • How to respond appropriately to children • The Outdoor Physical Environment • How to plan for out door play

7. Skills And Concepts Empathy and Self-Confidence Initiative Autonomy and Independence Trust and Cooperation PRINCIPLES OF SUPPORTIVE CLIMATES:Will continue to be applied to the new content and will provide a framework for theory and practice covered in this course.

8. An Introduction to theDaily Routine

9. In Class Exercise Individually • Recall a time or situation in your life when you had little or no idea of what to expect. In Pairs • Based upon the feelings you experienced in the event(s) above, predict how differently you would have felt/reacted if you had known what was going to happen. • How does your answer relate to the 5 principles for establishing supportive climates for young children? Time Limit: 10 minutes

10. Responses

11. Provides order and security to the children’s lives Sets the stage for a sense of belonging in a ‘community’ through familiarity and consistency Provides opportunity for children to anticipate what will happen each day Provides children with a psychologically safe and purposeful environment Purpose of a Daily Routine

12. COMPONENTS OF THE DAILY ROUTINE OR SCHEDULE • Timed Framework of Activities • Daily Life Routines • Transitions

13. When planning your environment, you must consider: • The Day Nurseries Act • Best Practices • Your Child Care Centre’s Philosophy

14. Let’s start by Looking at the DNA • To understand some of the requirements of the Day Nurseries Act (DNA) the following link may be useful • Day Nurseries Act - Preschool Schedule found in www.childcarelearning.on.ca

15. DAY NURSERIES ACT (DNA) REQUIREMENTS • Program must be varied, flexible and developmentally appropriate. • Activities must include and promote: fine and gross motor, language, cognitive and social/emotional development. • Program must include active and quiet play. • Daily routine and activity plans must be posted.

16. DNA REQUIREMENTS Con’t… • Program must provide 2 hours of outdoor time for full day programs(more than 6 hours). Not required in a half day program but at least 15 minutes is recommended at the beginning or end of the program. • A rest period may not exceed 2 hours after the meal. Infants have individual sleep schedules. • Children who do not sleep cannotbe kept on beds for more than 1 hour.

17. THE TIME FRAME WORK • Format for how children will experience the events of the day • Defines program structure according to time allocations • Consistent, flexible and developmentally appropriate • It includes: • large blocks of time for play, eating, sleeping, etc. • shorter blocks of time for more structured activities such as group time. (EYC)

18. DAILY LIFE ROUTINES • Incorporates activity of daily life • washroom • sleep time • meals • coat room

19. TRANSITIONS • Bridges one activity to another • Brings about change in the schedule

20. Best Practices in the Daily routine/Schedule • In a play-based environment where initiative & self-control are important goals, best practices in the daily routine would include: • Large blocks of uninterrupted time • Predictable: Security of knowing what comes next • Flexible to meet children’s needs • Balance of child-initiated and teacher-initiated activities • Provides for a variety of active, quiet, indoor, outdoor learning experiences • Reasonable and dev. appropriate time expectations (not rushed) • Accommodates individual developmental differences • Source: Developmentally Appropriate Practice, Carol Gestwicki, pg. 181-183

21. Best Practices IN the High/Scope Daily Routine • To understand Best Practices, we will look at how the HIGH/SCOPE Approach plans for a daily routine/schedule • There are several elements to the HIGH/SCOPE Daily Routine that are consistent with Best Practices • As we review this material – try to identify the components of Best Practices in the discussion of a High/Scope Daily Routine

22. The Purpose of theHigh/Scope Daily Routine Provides a social framework that creates a community and sets the stage for social interactions that affects learning. e.g. small/large group time, free play etc. (EYC)

23. The Purpose of theHigh/Scope Daily Routine Encourages the formation of a supportive communitythrough the principle of shared control. e.g. adults carefully plan the daily routine but have the ability to respond quickly to children’s interests and ideas. (EYC)

24. The Purpose of theHigh/Scope Daily Routine • Provides children with a psychologically safe and purposeful environment. e.g. a consistent, predictable framework that is responsive to children’s needs gives children a sense of security, trust, comfort and control. (EYC)

25. Video – The Daily Routine • While watching the video, identify how a well planned and predictable daily routine relates to the 5 principles of supportive climates. • Record your answers on the following slide.

26. How does the Daily Routine Foster Supportive Climates for Young Children?

27. Elements of the High/Scope Daily Routine

28. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Greeting Time • Children and teachers meet to discuss things of importance for the day • New materials that have been added are discussed • Children are informed about people who are away or who are new to the classroom • Changes to the daily routine • A notice board may be use • Greeting time may not be a formal group time but done on an individual basis in some programs (EYC)

29. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • PLANNING TIME • Children indicate what they plan (choose, want) to do during work time • Children typically plan what they are going to do first • Adults try to understand each child’s plan and often try to help children extend their plans (EYC)

30. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Work Time • Children can work with any material in any area • Work time begins when the children carry out their initial plan • Children will likely engage in many different activities during the course of one work time • Children do not have to plan each time they change activities although planning may occur • Work time is the longest part of the routine and lasts 45 to 60+ minutes (EYC)

31. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Cleanup Time • Children are expected to return materials and equipment to their storage spaces and when appropriate, to put away or find display space for their personal creations e.g. art work. • Cleaning up restores order to the classroom and is also a learning experience for the children. • Children learn where items belong and why certain thing items are stored together through an appropriately labeled classroom. (EYC)

32. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Recall Time • Brings closure to the plan-do-review sequence • Children are encouraged to talk about the children they played with, what they built or pretended to be, or the problems they encountered. • All children should be involved in the recall process, but they do not all need to recall verbally during recall time. • Recall can also take place individually with children during work time, cleanup, snack or meal time. (EYC)

33. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Small Group Time • Each teacher meets with 6 to 10 children to work on an activity planned and introduced by the teacher. • Although the adult chooses and introduces the materials, he or she encourages the children to use the materials in a variety of ways. (EYC)

34. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Large Group Time • All the adults and children in the group get together to play games, tell and reenact stories, sing songs, do finger plays, dance, play musical instruments, exercise, or reenact special events. • This time is an opportunity for each child to participate in a large group, sharing ideas and learning from the ideas of others. (EYC)

35. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Outside Time • Designed for vigorous, noisy, physical play without the constraints of four walls. • Children feel freer to talk, move, and explore. • Adult join in children’s play, converse with them, and assist with pushes and pulls as needed. • Enables children to play together, invent their own games and become familiar with their natural surroundings. (EYC Pg.156)

36. ELEMENTS OF THE HIGH/SCOPEDAILY ROUTINE • Eating and Resting • Meals and snacks are times for children to enjoy healthy food in a supportive social setting. • Resting is a time for sleeping, or quiet, solitary on-your-own-cot play. • These “at home” activities are ones around which children and their families have built particular habits, customs and preferences. • Although we recognize and respect family customs, the active learning approach should be adopted as much as possible. (EYC Pg. 157)

37. Revise These Daily Routines Exercise Unit 1

38. RESPONSES: - Post on discussion topic

39. READINGS FOR…… • CLASS ONE (TODAY) • EYC: pg. 151-165 • PCG: pg. 189-201 • CLASS TWO (NEXT WEEK) • EYC: pg 167-241