Learning Centers in an Early Childhood Special Education Classroom

1. Learning Centers in an Early Childhood Special Education Classroom Carrie Zaher SpEd 635-OL Professor Y. Morales

2. Learning centers are spaces within the early childhood setting where materials or equipment are gathered and arranged in order to promote specific types of learning skills, such as large and small motor skills, literacy skills, creative thinking skills, and math and science problem-solving skills. Definition

3. Safety is one of the major considerations in the arrangement of learning centers in the setting. Noise level is another factor to consider. Active, noisy centers should be placed away from quiet learning areas such as the writing center, reading center and science/math center, if room allows. Learning centers and the equipment in them should be accessible to all children, including those with temporary or permanent disabilities. Teachers can promote positive social interaction and cooperative work by designing learning center spaces that are suitable for small groups of various sizes, because it is in small groups that children best learn to cooperate. Arrangement

4. Science and Math Discovery Learning Sensory Learning Housekeeping and Dramatic Play Large-Muscle Learning Area Blocks Learning Area Small-Muscle Area Creative Process-Art Media Area Music and Movement Literacy and Library Areas Basic Learning Centers

5. In this area one would find: groupings of plants, small animals such as fish, guinea pigs or snails Items from nature Pictures and books relating to current interests of children Tubbing, graphing and counting materials Tools for observation and measurement by children Science and Math Discovery Learning

6. Children learn about the needs of other living things and beings by helping to care for plants or nonhuman animals. This center also promotes problem-solving skills. What do children learn?

7. This center would include a table or bins of sensory materials that are rotated for children�s exploration, as well as the sand table, the water table and clay or playdough. Items used in the sensory table include: Cups Funnels Sponges Shovels and other containers for dumping and pouring Rice and oatmeal (dry and wet) Dry beans Shaving cream Goop Dirt Sensory Learning

8. They learn to use their senses through: Smell Taste Touch Sight Sound The sensory table promotes tactile exploration What do children learn?

9. This learning center usually includes: Toy kitchen with appliances Dishes, utensils, pots and pans Iron, broom, dustpan Telephone Dress-up clothes and costumes Baby dolls Crib, stroller, high chair Stuffed animals Pretend food Baskets and small shopping cart Fake money Housekeeping and Dramatic Play

10. This area promotes children�s use of Imagination Dramatic play Adaptive skills What do children learn?

11. Ample space, such as circle time area, is ideal for this area. Active play equipment includes: Climbing apparatus Balance beams Tumbling mats Tricycles Balls Swings Slide Large-Muscle Learning Area

12. Children�s motor skills are developed and enhanced through play They have a certain amount of freedom of movement What do children learn?

13. This area is a good place to observe how children play. Materials usually found in this area include: Wooden blocks of various sizes and colors Cardboard blocks Toy garages, farm buildings, and other buildings Cars and trucks of various sizes Toy trains and train tracks Boards Toy people, action figures, or other characters Snap together blocks Building sets Puppets Toy nonhuman animals Blocks Learning Area

14. The daily and appropriate use of unit blocks teaches: Cooperation and social skills Creativity and dramatic play Spatial relationships Perceptual skills Math, science and language skills What do children learn?

15. This area or learning center is defined for the use of: Table toys Manipulatives Bristle blocks Puzzles Stringing beads Small-Muscle Area

16. Materials should support both success and challenge for children. It helps strengthen skills such as: Strength Eye-hand coordination Dexterity What do children learn?

17. The art learning center will include space for tables and easels and should be located near the storage of art media materials of all kinds. Activities at this center can include: Clay or playdough Painting Many types of collage Fingerpaint Construction with recycled materials Drawing Cutting Art Area

18. Creativity and individuality Imagination Master simple shapes and colors Communication skills Enhances prewriting skills, squeezing and gripping, enhancing muscle development and coordination What do children learn?

19. This is a learning area that usually doubles with the large-muscle/active play area, and which includes: Tapes and tape player CDs and CD player Musical instruments Accessories for movement such as: Paper pom-poms Scarves Ribbons or streamers Music and Movement Area

20. During movement activities, motor skills are developed and enhanced through play. Children learn new vocabulary and concepts through music, even when they do not grasp the meanings of the same words when those words are used in conversation. Songs facilitate vocalization and increase the number and spontaneous use of vocabulary words. What do children learn?

21. The reading center should be: Quiet, attractive and comfortable Books and picture books should be: Age-appropriate Free of bias Include multicultural subject matter Accessible Properly stored so that children can see their choices Literacy and Library Areas

22. In the writing center children will need materials such as: Old greeting cards Paper Envelopes Big pencils Crayons Markers Individual journals Literacy and Library Area cont�d

23. The computer can be can be used in conjunction with many of the learning centers themselves. Computers can also be it�s own center. Computer Area

24. The best thing to keep in mind is that the centers should make the children feel successful! Remember to be flexible and change your centers to fit the children�s needs. Conclusion

25. Dunlap, L. L. (2008) An Introduction to Early Childhood Special Education: Birth to Age Five. In V. Lanigan (Ed.). The Importance of Play (pp. 352-388). New Jersey- Pearson Education, Inc. Petersen, E. A. (1996) A Practical Guide to Early Childhood Planning, Methods, and Materials: the what, why, and how of lesson plans. Where It Happens: Basic Elements of the Setting (pp. 112-130). Massachusetts-Allyn & Bacon. References